Over the past decades, languages and literacies have become a
prominent focus in science education research and practice.
While there is broad consensus on the central roles of
disciplinary, representational, and cultural languages and their
associated literacies in learning and teaching science, the field
faces a critical moment. An ever-growing number of new
theoretical and methodological perspectives have revealed rich
facets of the multilingual and multimodal nature of learning
processes in science. These developments prompt us to reflect on
the distinct identity and impact of languages and literacies on
the contemporary discourse in science education, especially in
light of technological innovations (e.g. large-language models)
and societal developments (e.g. multilingual contexts). This
position paper offers an opportunity to assess the field’s past
developments and future directions, building on a recent
meeting of the Special Interest Group (SIG) on Languages and
Literacies in Science Education under the European Science
Education Research Association (ESERA). We present viewpoints
from four founding members of the SIG, discussing current
trends, challenges, and visions for the future. Ultimately, this
paper invites our global community to engage in informed
dialogues on the role and value of languages and literacies in
science education today.