Lowering the Language Barrier in Learning and Teaching Science.

Abstract

For many pupils the greatest barrier to learning science is the language barrier. This article suggests practical ways in which this barrier can be lowered and language can be used to promote the learner’s development in science. The language of both learners and teachers is considered, with brief looks at learning through talking and listening, and learning through reading and writing. In all areas the way in which careful attention to language can promote science teaching and learning is considered, but also how science education can be yet another vehicle for enhancing pupils’ general language development.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 43 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.