Climate Change? A Comparison of Language and Literacy Practices Relating to the Teaching of Science across the Key Stage 2/3 Interface in Two School Clusters

Autor/inn/en	McCullagh, John; Jarman, Ruth
Titel	Climate Change? A Comparison of Language and Literacy Practices Relating to the Teaching of Science across the Key Stage 2/3 Interface in Two School Clusters
Quelle	In: Literacy, 43 (2009) 3, S.143-151 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/j.1741-4369.2009.00514.x
Schlagwörter	Discussion; Student Attitudes; Science Teachers; Science Instruction; Teaching Methods; Comparative Analysis; Literacy; Elementary School Teachers; Interdisciplinary Approach; Classroom Environment; Language Arts; English Instruction; Secondary School Teachers + Suchen Sie Ihr Suchwort? Diskussion; Schülerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Alphabetisierung; Schreib- und Lesefähigkeit; Elementary school; Grundschule; Volksschule; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Klassenklima; Unterrichtsklima; Sprachkultur; English langauage lessons; Englischunterricht
Abstract	This paper reports the findings of a study of the literacy perceptions and practices of general primary teachers (Key Stage 2) and post-primary science teachers (Key Stage 3) within two clusters of schools. The study also explores the possible impact on pupils of any difference in the language climate which may accompany them on their journey across this curricular interface. Interviews with science managers and teachers suggest a quite restricted view of literacy is taken in both phases of schooling with no evidence of any practices which may support the notion of curricular continuity. The different approaches to the introduction of scientific terminology, writing, reading and classroom discussion were reflected in pupils' accounts of their experience and clearly posed a problem for some. We suggest there would be merit in teachers adopting a much wider perspective on literacy which recognises the opportunities for developing the interrelated strands of "general literacy" and "the discourses of science" alongside "learning through language". By addressing each of these domains, and sharing practice across the key stages, a more comprehensive and coherent approach to "language, literacy and science learning" may result, in turn helping minimise the adverse effects of "language climate change". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10