1. Language and Literacy in Science Education STG-23 18/1/16

2. The Significance of Language

3. Learning objectives By the end of the session students should: Be able to describe some of the challenges that science poses to learners with respect to speaking, reading, talking and writing. Be aware of a range of strategies to promote literacy in science lessons.

4. Read the transcript and discuss the following What are the themes and topics of the dialogue? Do you think they are communicating successfully? Are they making sense of each other? Identify ways in which they are co-operating to produce meaning through language.

5. Language and Literacy Learning the language of science is a major part of science education - every science lesson is a language lesson. Language is a major barrier to most students. There are many practical strategies that can help overcome those barriers (Wellington & Osborne, 2001)

6. Aspects of language Talking science Reading science Writing science

7. Lemke (1989) sees teaching as: “sharing and negotiating ways of talking and doing instead of transmitting knowledge and getting students understanding” “ The one single change in science education that could do more than any other to improve student’s ability to use the language of science is to give them more actual practice using it. ” Lemke, J. L. (1990). Talking Science: Language, Learning and Values. Norwood, New Jersey: Ablex Publishing.

8. Language in Science Learning science is akin to learning a foreign language The language of science is – analytical – expository – emphasises nominalisation – relational processes – logical connectives The language of the arts is Narrative. It expresses relationships of time between – people, events, manner and action

9. Problems with Language Twas brillig and the slithy toves, Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe. (Through the Looking-Glass and What Alice Found There) 1.What activity did the slithy toves get up to? Where did they do this and when? 2.How were the borogoves during this time? 3. And what was the reaction of the mome raths?

11. Word rootsMeaningExamples of KS3 words Photo-light photosynthesis, photography, photosensitive Which other root words would be useful to know at KS3? Word Roots

12. When identifying key words, focus on the names of objects, processes and concepts within the topic. A taxonomy of science words: Names : artery, granite, hydrogen Processes : evaporation, respiration, digestion Concepts : energy, force, atom Key words

13. Cells (QCA 7A)

14. Introduce the word Write it on the board. Say the word. Ask pupils to say the word out loud. Break the word down into syllabuses. Ask pupils to read the word. Ask pupils to use the words in a description of explanation. Introducing new key words

15. How would you introduce the following key words and help pupils to spell and remember them correctly? aortaphotosynthesis respirationvacuum calcium carbonateelectromagnet chlorophyllparallel Key Words

16. Mini/mid-point plenary

17. Problem 1: Understanding Language in the context of its use Which sentence uses the word maximum correctly ? a.The lazy boy always made the maximum effort to improve his work. b. The team won the maximum number of points and were relegated. c. He wanted to sell his car and make the maximum profit. d. By dividing the total of all the marks by the number of pupils who sat the test, the teacher was able to work out the maximum mark.

18. Understanding words in their Context

19. Problem 2: The languages of science Science is a Multi-semiotic mode of communication, using; – Words (often in an unfamiliar and special way – Diagrams – Charts and graphs – Symbols – Mathematics Science uses non-fiction text – Passive tense – Objective language – Excision of the personal

20. Problem 3: Logical Connectives AlternativelyConsequently As toBy way of EssentiallyMoreover AdditionallyNevertheless HoweverFurthermore SimultaneouslySimilarly ThusIn short

21. Problem 4: Lexical Density Lexical Words are Content-related words Common English We never did anything very much about science in our school My mother was madly in love with my father Scientific English The atomic nucleus absorbs and emits energy in quanta or discrete units. These glands produce the enzyme maltase which breaks maltose down into glucose, thereby finishing off the digestion of starch

22. Problem 5: Nominalisation Nominalisation ExplainExplanation AbsorbAbsorption StableStability MovementMotion The rate of growth of a glass crack Glass crack rate

25. Standard Frames for Writing in Science Recount Report Procedure Explanation Argument Discussion

26. Follow up reading Sutton, C. (1992) Words, Science and Learning, Buckingham: Open University Press. Wellington, J. & Osborne, J. F. (2001) Language and Literacy in Science Education, Buckingham: Open University Press.

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