From founding voices to future visions: languages and literacies in science education
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From founding voices to future visions: languages and literacies in science education. / Kersting, Magdalena; Danielsson, Kristina; Mortimer, Eduardo Fleury; Olander, Clas; Siry, Christina; Tang, Kok-Sing.
In: International Journal of Science Education, 2024.Research output: Contribution to journal › Journal article › Research › peer-review
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T1 - From founding voices to future visions: languages and literacies in science education
AU - Kersting, Magdalena
AU - Danielsson, Kristina
AU - Mortimer, Eduardo Fleury
AU - Olander, Clas
AU - Siry, Christina
AU - Tang, Kok-Sing
PY - 2024
Y1 - 2024
N2 - Over the past decades, languages and literacies have become aprominent focus in science education research and practice.While there is broad consensus on the central roles ofdisciplinary, representational, and cultural languages and theirassociated literacies in learning and teaching science, the fieldfaces a critical moment. An ever-growing number of newtheoretical and methodological perspectives have revealed richfacets of the multilingual and multimodal nature of learningprocesses in science. These developments prompt us to reflect onthe distinct identity and impact of languages and literacies onthe contemporary discourse in science education, especially inlight of technological innovations (e.g. large-language models)and societal developments (e.g. multilingual contexts). Thisposition paper offers an opportunity to assess the field’s pastdevelopments and future directions, building on a recentmeeting of the Special Interest Group (SIG) on Languages andLiteracies in Science Education under the European ScienceEducation Research Association (ESERA). We present viewpointsfrom four founding members of the SIG, discussing currenttrends, challenges, and visions for the future. Ultimately, thispaper invites our global community to engage in informeddialogues on the role and value of languages and literacies inscience education today.
AB - Over the past decades, languages and literacies have become aprominent focus in science education research and practice.While there is broad consensus on the central roles ofdisciplinary, representational, and cultural languages and theirassociated literacies in learning and teaching science, the fieldfaces a critical moment. An ever-growing number of newtheoretical and methodological perspectives have revealed richfacets of the multilingual and multimodal nature of learningprocesses in science. These developments prompt us to reflect onthe distinct identity and impact of languages and literacies onthe contemporary discourse in science education, especially inlight of technological innovations (e.g. large-language models)and societal developments (e.g. multilingual contexts). Thisposition paper offers an opportunity to assess the field’s pastdevelopments and future directions, building on a recentmeeting of the Special Interest Group (SIG) on Languages andLiteracies in Science Education under the European ScienceEducation Research Association (ESERA). We present viewpointsfrom four founding members of the SIG, discussing currenttrends, challenges, and visions for the future. Ultimately, thispaper invites our global community to engage in informeddialogues on the role and value of languages and literacies inscience education today.
U2 - 10.1080/09500693.2024.2377424
DO - 10.1080/09500693.2024.2377424
M3 - Journal article
JO - International Journal of Science Education
JF - International Journal of Science Education
SN - 0950-0693
ER -
ID: 399168778