Note: Intro -- Preface -- Contents -- Contributors -- Introduction -- 1 Discourse Focus -- 2 Researching Learning In Situ -- 3 Contexts of Diversity Focus -- 4 Outline of Book -- Reference -- Part I: Examining Learners' Appropriation Through Discourse in Diverse Math and Science Classroom Settings -- 'What's the Moment Thingy?'- On the Emergence of Subject-Specific Knowledge in CLIL Classroom Interaction -- 1 Introduction -- 2 The Role of Language in Learning -- 3 On Subject-Specific Language and Its Learning -- 4 The Study -- 4.1 Data and Aims -- 4.2 Methods -- 5 Findings -- 5.1 Introducing the Concept - 'So Like What Is the Moment?' -- 5.2 Repeating and Specifying the Definition - 'What Is It Like the Balanced Moment?' -- 5.3 Calculating Moments - 'What's the Moment Thingy?' -- 5.4 Applying the Concept - 'So a Moment Is Only for a Rotate?' -- 6 Discussion and Conclusion -- Appendix: Transcription Conventions -- References -- Reading Graphs of Motion: How Multiple Textual Resources Mediate Student Interpretations of Horizontal Segments -- 1 Introduction -- 2 Conceptual Framework -- 3 Data, Participants, and Methods -- 3.1 Analysis -- 4 Findings -- 4.1 Shifting Interpretations Within a Session -- 4.2 How Multiple Textual Resources Mediated Interpretations -- 4.2.1 Role of the Graph -- 4.2.2 Role of the Written Text -- 5 Discussion -- Appendix: Transcription Conventions -- References -- When Procedure Limits Practice: Lab Versus Lecture in High School Science Classrooms -- 1 Introduction -- 2 Epistemic Roles and Knowledge-Building in Science Classrooms -- 3 The Study -- 3.1 Classroom Norms and Routines -- 4 Findings -- 4.1 Lecture on Plate Movement -- 4.2 Milk and Soap Lab -- 5 Discussion and Recommendations for Educators -- 5.1 Recommendations for Educators -- Appendix: Transcription conventions -- References. , Learner Agency and Academic Discourse in a Sheltered-Immersion Mathematics Class -- 1 Introduction -- 2 Reform Mathematics and Academic Discourse -- 3 Collection and Selection of Examples for Analysis -- 4 Representational Agency Between Teachers and Students -- 5 Student Agency in Interaction: The Case of Peer Evaluation -- 5.1 Correct Answer, No Follow-Up -- 5.2 Eliciting a Correction -- 5.3 Detail -- 6 Representational Agency and Academic Discourse -- Appendix: Transcription Conventions -- References -- "Negativo por negativo me va dar un… POSITIvo": Translanguaging as a Vehicle for Appropriation of Mathematical Meanings -- 1 Introduction -- 2 Translanguaging in the Mathematics Classroom: A Brief Review -- 3 Conceptual Framework -- 4 Methodology -- 4.1 The Setting: Rosales Middle-School -- 4.2 The Seventh-Grade Bilingual Math Community: Mr. Lozano and His Students -- 5 Findings -- 5.1 The Case: Modeling and Solving Equations -- 5.2 Translanguaging and Solving Equations: Appropriation of Mathematical Understandings -- 6 Conclusion: Translanguaging as Tool for Appropriation of Mathematical Meanings -- 7 Implications for Research and Practice -- Appendix: Transcription Conventions -- References -- Part II: Expanding the Context: Considering Cultural Reproduction in the Math Classroom -- Mathematical Texts, Alterity and the Expropriation of Mathematical Discourse in Second Language Mathematics Classrooms -- 1 Introduction -- 2 Language Tensions -- 3 Intertextuality and Alterity -- 4 About Time -- 4.1 The Text as an Other -- 4.2 Each Other -- 4.3 The General Addressee -- 5 Concluding Remarks -- Appendix:Transcription Conventions -- References -- Whose Mirror? Cultural Reproduction in Mathematics Word Problems -- 1 Introduction -- 2 Theoretical Framework -- 3 Methods -- 4 Findings -- 5 Discussion -- References. , Part III: Applying Discourse Based Approaches to Teacher Preparation in Science -- Developing Oral Science Explanations: Secondary School ELs' Experimentation with Intertextual Linkages -- 1 Introduction -- 2 Considering Intertextuality and Appropriation in the Science Classroom -- 3 Setting, Participants, and Data -- 4 The Unit on Density -- 4.1 Exploring Intertextuality in Classroom Discourse -- 4.2 Comparing Density by Making a Prediction -- 4.3 Building Relationships: Mass, Density, and Volume -- 4.4 Writing Definitions -- 4.5 Academic Conversation -- 5 Discussion -- 6 Conclusion -- 7 Implications -- References -- Demystifying the Discourse of Science for Elementary Grade English Learners -- 1 Introduction -- 2 Theoretical Framework -- 3 Discourse of Science -- 3.1 Science Lexical Features -- 3.1.1 Precision with Vocabulary -- 3.1.2 Multiple Meaning Science Words -- 3.1.3 Writing Scientific Explanations -- 3.1.4 Formulating Scientific Arguments -- 4 Conclusion -- 5 Implications -- Appendix: Transcription Conventions -- References -- Adaptation and the Language of Learning Science in a Bilingual Classroom -- 1 Introduction -- 2 Situating the Data -- 3 Related Literature -- 4 Theory and Method -- 4.1 Mr. Juan's Bilingual Placement -- 5 Discussion and Conclusion -- Appendix: Transcription Conventions -- References.