Learning science through learning to use its languages

Over the last thirty years science education researchers have focused intensively on the role of language, and increasingly the languages of science, to understand how to deepen student engagement and learning in this subject. The medium for learning as well as the content has been foregrounded in this agenda. Partly this focus was prompted by Lemke’s (1990) ground-breaking work on the key role of classroom talk in this learning, and the growing recognition that students in learning science had to learn a new literacy that underpinned and characterised scientific realities (Moje, 2007). Partly this focus on richer pedagogy also arose from recognition that more effective teaching and learning practices were needed to address continuing widespread student lack of quality performance and sustained interest in this subject (Osborne & Dillon, 2008; Weinburgh, 1995). This led to an increased focus on researching the role of talk and writing as crucial epistemological tools for science learning (Halliday & Martin, 1993; Prain & Hand, 1996; Rivard & Straw, 2000; Yore, Bisanz & Hand, 2003).