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dc.contributor.authorSeah, Lay Hoonen
dc.contributor.authorPavithra Rajaen
dc.contributor.authorTan, Lee Chooen
dc.identifier.citationSeah, L. H., Pavithra Raja, & Tan, L. C. (2020). Understanding how teachers design lessons in response to the language demands of science (Report No. OER 16/14 SLH). National Institute of Education (Singapore), Office of Education Research.en
dc.descriptionNote: Restricted to NIE Staff.-
dc.description.abstractThe role of language in science learning and teaching has been a focus of science education research for over three decades (see for example, Lemke, 1990, Sutton, 1996, Wellington and Osborne, 2001). This rich body of research has led to the insight that learning the language of science is constitutive of learning science. Wellington and Osborne (2001) went so far as to argue that for many students “the greatest obstacle in learning science—and also the most important achievement—is to learn its language” (p. 3).en
dc.publisherOffice of Education Research, National Institute of Education, Singaporeen
dc.subjectLanguage demands of scienceen
dc.subjectTeacher learningen
dc.subjectDisciplinary literacyen
dc.subjectCase studyen
dc.subjectHuman circulatory systemen
dc.titleUnderstanding how teachers design lessons in response to the language demands of scienceen
dc.typeTechnical Reporten
dc.description.projectOER 16/14 SLH-
dc.grant.idEducation Research Funding Programme (ERFP)en
dc.grant.fundingagencyMinistry of Education, Singaporeen
item.openairetypeTechnical Report-
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