1. List of figures; 2. List of tables; 3. Contributor biographies; 4. Book series preface: Language studies, science and engineering; 5. Chapter 1. Integrating applied linguistics and literacies with STEM education: Studies, aims, theories, methods, and forms (by Hanauer, David I.); 6. part I. Research studies in science; 7. Chapter 2. Drawing upon applied linguistics to attain goals in an interdisciplinary chemistry-applied linguistics project (by Stoller, Fredricka L.); 8. Chapter 3. A genre analysis of student microbiology laboratory notebooks (by Hanauer, David I.); 9. Chapter 4. Writing and becoming a scientist: A longitudinal qualitative study of three science undergraduates (by Lerner, Neal); 10. part II. Research studies in engineering; 11. Chapter 5. Writing as social practice in engineering: Views from a cross-disciplinary study (by Gimenez, Julio); 12. Chapter 6. Graphics and invention in academic engineers' writing for publication (by Curry, Mary Jane); 13. part III. Research studies in mathematics; 14. Chapter 7. Mathematics education, cultural practices, and communication (by Moreira, Darlinda); 15. Chapter 8. Learning while teaching: How classroom discourse practices mediate mathematics teachers' learning about student thinking (by Choppin, Jeffrey); 16. Chapter 9. Improving girls' interest in mathematics through writing: Findings from a mixed-methods study (by Reilly, Edel M.); 17. part IV. Final words: Facilitating interdisciplinary collaboration; 18. Chapter 10. Facilitating STEM education through interdisciplinarity: Funding, science, and applied linguistics (by Bauerle, Cynthia); 19. Index

This book demonstrates efforts to emphasize the fact that applied linguistics is crucial in the attempt to improve interdisciplinary education. The awareness of interdisciplinary interaction among language researchers, science and engineering educators, and scientists will in turn benefit our students, who can meet the expectations of their courses, school policies, and also the discourse community. The integration of applied linguistics with STEM will be particularly useful in strengthening their learning. Any language teacher and scientist who aims to engage their students in the process of learning would benefit from reading Language, Literacy, and Learning in STEM Education. In conclusion, this book provides substantial knowledge and an insight into the relationship between applied linguistics and STEM disciplines. The book is also successful in exemplifying the power and potential of using linguistic approaches to address STEM inquiries. The dissemination of collaborative endeavors as reported in this book is useful, benefiting STEMprofessionals, applied linguists, and other language professionals.