Abstract
This chapter will examine the tensions that exist between those who advocate simplification of science texts to ensure accessibility to young or second-language English readers and the situated cognitionists, such as Gee (1996, 1997, 2001), who emphasize the importance of participating in the discourse of science if one is to access science texts. The key question to be answered is, does oversimplification of science texts exclude learners from further participation in the study of science or does it open doors? This debate will be analyzed and will be a way forward for writers of the text examined.
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© 2004 Alan Peacock and Ailie Cleghorn
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Rollnick, M. (2004). Finding the Meaning: Sociolinguistic Issues in Text Access. In: Peacock, A., Cleghorn, A. (eds) Missing the Meaning. Palgrave Macmillan, New York. https://doi.org/10.1057/9781403982285_8
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DOI: https://doi.org/10.1057/9781403982285_8
Publisher Name: Palgrave Macmillan, New York
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