This edited book attempts to foreground how challenges and complexities between policy and practice intertwine in the teaching and learning of the STEM subjects in multilingual settings, and how they (policy and practice) impact on educational processes, developments and outcomes. The unique feature of this book, thus, lies in its combination of not just language issues in the teaching and learning of the STEM subjects, but also in how these issues relate to policy and practice in multilingual contexts and how STEM research and practice may inform and shape language policies and their implementation in multilingual contexts.

This book is of interest to stakeholders involved in STEM education such as researchers, undergraduate and graduate students, tertiary level teachers, teacher educators, curriculum developers as well as other professionals with responsibilities in STEM education subjects. The book is written in a way that is accessible to a wide range of backgrounds, including those who are in language education. 

Anthony A. Essienis an Associate Professor and the Head of the Mathematics Education Division at the University of the Witwatersrand, South Africa.  He is a series editor of the book seriesStudies on Mathematics Education and Society. His field of research is in mathematics teacher education in contexts of language diversity. He is also a current member of the International Committee (Board of Trustees) for the International Group for the Psychology of Mathematics Education (IGPME). Anthony also served as an associate editor ofPythagoras, the academic journal of the Association for Mathematics Education of South Africa, for 11 years. In addition to his background in mathematics education, Anthony also has a background in Philosophy.

Audrey Msimanga is an Associate Professor of Science Education, currently the Head of Education at Sol Plaatje University as well as a Visiting researcher at the University of the Witwatersrand. Audrey hasworked in Biology research and then in Science Education for over 30 years. Audreys research seeks to understand the role of social interaction in science learning; the potential for classroom talk to mediate learner meaning making as well as the role of language in science teaching and learning in multilingual classrooms. Audrey is currently an Associate Editor for the Journal for Research in Science Teaching (JRST).

Chapter 1. Challenges And Opportunities From Translingual Research On Multilingual Mathematics Classrooms.- Chapter 2. Appreciating The Layered And Manifest Linguistic Complexity In Mono-Multi-Lingual STEM Classrooms: Challenges And Prospects.- Chapter 3. Approaches That Leverage Home Language In Multilingual Classrooms.- Chapter 4. Creating Dialogues In Whole Class Teaching In Multilingual Classrooms: Language Practices And Policy Imperatives.- Chapter 5. Multiple Monolingualism Versus Multilingualism? Early Grade Mathematics Teachers And Students Language Use In Multilingual Classes In South Africa.- Chapter 6. Practices In STEM Teaching And The Effectiveness Of The Language Of Instruction: Exploring Policy Implications On Pedagogical Strategies In Tanzania Secondary Schools.- Chapter 7. Individual Language Planning For Self-Directed Learning In Multilingual Information Technology Classrooms.- Chapter 8. Using Interactive Apps To Support Learning Of Elementary Maths In MultilingualContexts: Implications For Practice And Policy Development In A Digital Age.- Chapter 9. Noticing Multilingual And Non-Dominant Students Strengths For Learning Mathematics And Science.- Chapter 10. Multilingual Students Working With Illustrated Mathematical Word Problems As Social Praxis.- Chapter 11. Language Policy For Equity In University STEM Education In Postcolonial Contexts: Conceptual Tools For Policy Analysis And Development.- Chapter 12. The Place Where Languages Meet To Argue: A Contribution From An Analysis Of The Brazilian National Curriculum.- Chapter 13. Principles For Curriculum Design And Pedagogy In Multilingual Secondary Mathematics Classrooms.