Chapter 1. Introduction by Juliet Langman and Holly Hansen Thomas.- Part I Examining learners' appropriation through discourse in diverse math and science classroom settings.- Chapter 2. 'What's the moment thingy?'- On the emergence of subject-specific knowledge in CLIL classroom interaction by Tarja Nikula.- Chapter 3. Reading a Graph of Motion: How Multiple Textual Resources Mediate Student Interpretations of Horizontal Segments by Judit Moschkovich, William Zahner and Tamara Ball.- Chapter 4. When Procedure Limits Practice: Lab Versus Lecture in High School Science Classrooms by Kerrie Enright and Carrie Strohl.- Chapter 5. Learner agency and academic discourse in a sheltered-immersion mathematics class by Daniel Ginsberg.- Chapter 6. "Negativo por negativo me va dar un... POSITIvo" Translanguaging as a Vehicle for Appropriation of Mathematical Meanings by Armando Garza.- Part II Expanding the context: Considering Cultural Reproduction in the math classroom.- Chapter 7. Mathematical texts, alterity and the expropriation of mathematical discourse in second language mathematics classrooms by Richard Barwell.- Chapter 8. Whose mirror? Cultural reproduction in mathematics word problems by Anita Bright.- Part III Applying Discourse based approaches to Teacher Preparation in Science.- Chapter 9. Developing Oral Science Explanations: Secondary School ELs' Experimentation with Intertextual Linkages by Holly Hansen-Thomas and Juliet Langman.- Chapter 10. Demystifying the Discourse of Science for Elementary Grade English Learners by Marco Bravo.- Chapter 11. Adaptation and the Language of Learning Science in a Bilingual Classroom by Jorge L. Solís