Meaning and Misconceptions

This chapter begins by considering the challenge for the science teacher of how to promote and retain the multilingual learner's sense of curiosity for the world whilst also helping them develop the literacy skills needed to be able to translate their sense of awe and wonder into clear, objective, scientific language. The historical and cultural context for the development of scientific language is explored and illustrated through a comparison of Linnaean and indigenous classification systems. The chapter considers strategies for developing the language of science (substantive and disciplinary knowledge), the language for science (procedural understanding) and language through science (the communicative competence needed to enable young people to make informed decisions about their future lives) through a language and content integrated holistic curriculum. Strategies are shared for introducing new scientific words and scaffolds to support learners, including those with English as an Additional Language, to express their ideas in speech and writing. Through the chapter, the reader is also invited to engage with a series of science vocabulary-related language challenges and reflections.