Special Issue on ‘reading in science & mathematics education’ in international journal of science & Mathematics education (ijsme)

1 Sep 2020

The guest editors invite you to submit an article for a special issue on “Reading in Science and Mathematics Education” focusing on topics related to, but not excluding, the following:

•    Reading Instruction in Science and Mathematics
•    Reading Comprehension in Science and Mathematics
•    Reading to Learn in Science and Mathematics
•    Reading Medium for Science and Mathematics
•    Teacher Preparation for Reading in Mathematics and Science
•    Reading in Science and Mathematics Education for Special Needs and Language Minority Students
•    Reading Science and Mathematics in CLIL (Content-Language Integrated Learning) and other Multilingual Language Learning Contexts
•    Reading Science and Mathematics in Out-of-school and Multicultural Contexts (e.g., citizen science, ethno mathematics)
•    Reading in relation to other Literacy and Multimodal Practices of Science and Mathematics (e.g., writing, talking, drawing, graphing, manipulating)
•    Critical Reading for Scientific and Mathematics Literacy in a Post-truth era

Submit abstracts of up to 500 words to Kok-Sing Tang ( by February 15, 2021. Full papers are due by June 30, 2021.

Guest Editors:
Associate Professor Kok-Sing Tang, Curtin University, Australia
Professor Sheau-Wen Lin, National Pingtung University, Taiwan
Professor Berinderjeet Kaur, National Institute of Education, Singapore

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Special Issue on ‘Classroom Discourse Analysis’ in Research in Science Education (RISE)

20 May 2019

RISE is calling for papers to a special issue focusing on the methodology of using discourse analysis in science classrooms. Scholars are invited to contribute articles on one of the following nature:

  • A review article discussing the current state of understanding or application of discourse analytical methods to examine the teaching and learning of science
  • A theoretical/methodological article presenting new perspectives, frameworks or techniques related to the analysis of science classroom discourse
  • An empirical research article applying discourse analytical methods to study science teaching and learning, with a focused and in-depth discussion of the methods used and its analytical affordances
  • A comparative discussion article that evaluates two or more discourse analytical methods, preferably in the analysis of the same data set

Diverse intellectual perspectives and a broad interpretation of “classroom” setting that involves science learning in any age group are welcome. The analysis of language and discourse is not limited to a linguistic mode (e.g., speech, written texts), but may include or focus on multimodal representations.


Submission of abstract deadline:                                             September 30, 2019
Notification and feedback from guest editors via email:    October 31, 2019
Submission of full manuscript (max 8000 words):               January 31, 2020
Feedback from peer review:                                                     April 30, 2020
Submission of revised manuscript:                                         June 30, 2020
Final decision:                                                                              September 31, 2020
Publication (Early view):                                                           November, 2020

Abstract proposal (500 words) should be sent by email to the Guest Editors, A/Prof Kok-Sing Tang, Curtin University, Australia (, A/Prof Aik-Ling Tan, Nanyang Technological University, Singapore ( and Prof Eduardo F Mortimer, Universidade Federal de Minas Gerais, Brazil ( Please include the names, emails and institutional affiliations for every co-author.

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Special Issue on ‘Practitioner-learning about science & Language’ in Research in Science Education (RISE)

15 July 2018

RISE is calling for papers to a special issue on “Practitioner-Learning about science and language in classrooms”. Abstract proposal (500 words, containing title, research design, aim, main results) should be sent by email, by August 30, 2018, to the Special Issue editors Dr. Valeria Cabello, Pontificia Universidad Católica de Chile at and Dr. Ivan Salinas at Universidad de Chile at, copied to Dr. David Geelan at

Deadlines and timetable:
Abstract submission deadline: August 30, 2018
Feedback from Editors: September 30, 2018
Full paper submission: November 15, 2018
Feedback from 1st round of review: January 15, 2019
Submission of modified articles: February 15, 2019
Final decision/2nd round feedback: March 15, 2019
Publication of issue: April, 2019

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Issues of Language in Science Education Symposium at EASE

17 April 2018

Christine Tippett is planning a symposium with the title “Issues of language in science education: International perspectives” at the East-Asian Association for Science Education (EASE), to be held in Taiwan on 29 Nov to 2 Dec. The symposium will be organised by the international region of ASTE (Association for Science Teacher Education). If you are interested to be a part of this symposium, please email Christine at Proposals for a 300-400 words abstract are due on 1 May.

SIG officially formed within ESERA

17 March 2018

The Languages & Literacies in Science Education SIG has been approved by the ESERA Board as the sixth SIG of ESERA. ESERA members who are interested to join the SIG can do so through this link:

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