Global Developments in Literacy Research for Science Education

  • Kok-Sing Tang
  • Kristina Danielsson

Table of contents

  1. Front Matter
    Pages i-xviii
  2. National Curriculum and Initiatives

  3. Content and Language Integrated Learning (CLIL) in Science

  4. Science Classroom Literacy Practices

    1. Front Matter
      Pages 131-131
    2. Ana Lucia Gomes Cavalcanti Neto, Edenia Maria Ribeiro do Amaral, Eduardo Fleury Mortimer
      Pages 149-166
    3. Britt Jakobson, Kristina Danielsson, Monica Axelsson, Jenny Uddling
      Pages 167-181
  5. Science Disciplinary Literacy Challenges

    1. Front Matter
      Pages 203-203
    2. Kristina Danielsson, Ragnhild Löfgren, Alma Jahic Pettersson
      Pages 219-235
  6. Disciplinary Literacy and Science Inquiry

  7. Science Teacher Development

  8. Commentary

  9. Back Matter
    Pages 91-95

About this book


This book highlights recent developments in literacy research in science teaching and learning  from countries such as Australia, Brazil, China, Finland, Germany, Hong Kong, New Zealand, Norway, Singapore, Spain, South Africa, Sweden, Taiwan, and the United States. It includes multiple topics and perspectives on the role of literacy in enhancing science teaching and learning, such as the struggles faced by students in science literacy learning, case studies and evaluations of classroom-based interventions, and the challenges encountered in the science classrooms. It offers a critical and comprehensive investigation on numerous emerging themes in the area of literacy and science education, including disciplinary literacy, scientific literacy, classroom discourse, multimodality, language and representations of science, and content and language integrated learning (CLIL). The diversity of views and research contexts in this volume presents a useful introductory handbook for academics, researchers, and graduate students working in this specialized niche area. With a wealth of instructional ideas and innovations, it is also highly relevant for teachers and teacher educators seeking to improve science teaching and learning through the use of literacy.


science teaching science learning English Second Language Learners chemistry education multimodal literacy language in science education curriculum policy curriculum development reading science writing science multilingual science classrooms language of science secondary science classroom literacy research for science education science literacy learning scientific literacy disciplinary literacy science classrooms content and language integrated learning intercultural understanding

Editors and affiliations

  • Kok-Sing Tang
    • 1
  • Kristina Danielsson
    • 2
  1. 1.Curtin UniversityPerthAustralia
  2. 2.Linnaeus UniversityVäxjöSweden

Bibliographic information