Publications

Here are some of the publications by the members of this SIG.

Books

 9783319691961 Tang, K.S., & Danielsson, K. (Eds.). (2018). Global developments in literacy research for science education. Cham, Switzerland: Springer. doi: 10.1007/978-3-319-69197-8

URL: http://www.springer.com/gp/book/9783319691961

Capture.JPG Lin, A. M. Y. (2016). Language across the curriculum & CLIL in English as an Additional Language (EAL) Contexts: Theory and practice. Singapore: Springer. ISBN: 978-981-10-1800-8.

URL: https://www.springer.com/gp/book/9789811018008 

 Image result for springer book Using Multimodal Representations to Support Learning in the Science Classroom Hand, B., McDermott, M., & Prain, V. (Eds.). (2016). Using Multimodal Representations to Support Learning in the Science Classroom. Cham, Switzerland: Springer. doi: 10.1007/978-3-319-16450-2

URL: http://www.springer.com/gp/book/9783319164496

 Image result for Constructing Representations to Learn in Science russell tytler Tytler, R., Prain, V., Hubber, P., & Waldrip, B. (Eds.). (2016). Constructing Representations to Learn in Science. Sense Publishers. doi: 10.1007/978-94-6209-203-7

URL: http://www.springer.com/gb/book/9789462092037

 Image result for erik knain scientific literacy Knain, E. (2015). Scientific Literacy for Participation: A Systemic Functional Approach to Analysis of School Science Discourses. Rotterdam, The Netherlands: Sense Publishers. doi: 10.1007/978-94-6209-896-1

URL: http://www.springer.com/us/book/9789462098961

 Front Cover Mortimer, E. & Scott, P. (2003). Meaning Making in Secondary Science Classrooms. Buckingham: Open University Press.

URL: https://books.google.com.au/books/about/Meaning_Making_in_Secondary_Science_Clas.html?id=rGbSl-kg6soC&redir_esc=y

 Language and Literacy in Science Education Wellington, J. & Osborne, J. (2001). Language & Literacy in Science Education. Open University Press.

URL: https://www.bookdepository.com/Language-Literacy-Science-Education-Jerry-Wellington/9780335205998


Book Chapters


Journal Articles

Lin, A. M. Y., & Wu, Y. (2015). ‘May I speak Cantonese?’- Co-constructing a scientific proof in an EFL junior secondary science classroom. International Journal of Bilingual Education and Bilingualism, 18(3), 289-305. Doi: http://www.tandfonline.com/doi/full/10.1080/13670050.2014.988113

Lin, A. M. Y., & He, P. (2017). Translanguaging as dynamic activity flows in CLIL Classrooms. Journal of Language, Identity and Education, 16(4), 228-244. DOI:10.1080/15348458.2017.1328283

Lin, A. M. Y., & Lo, Y. Y. (2017). Trans/languaging and the triadic dialogue in Content and Language Integrated Learning (CLIL) Classrooms. Language and Education, 31(1): 26-45.

Lin, A. M. Y. (2018). Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2018.1515175

Rappa, N & Tang, K.S. (2018). Integrating disciplinary-specific genre structure in discourse strategies to support disciplinary literacy. Linguistics and Education, 43, 1-12. doi: 10.1016/j.linged.2017.12.003

Tang, K.S. (2017). Analyzing teachers’ use of metadiscourse: The missing analytical focus in classroom discourse analysis. Science Education, 101(4), 548-583. doi:10.1002/sce.21275

Tang, K.S. (2016). The interplay of representations and patterns of classroom discourse in science teaching sequences. International Journal of Science Education, 38(13), 2069-2095. doi: 10.1080/09500693.2016.1218568

Tang, K.S., Delgado, C. & Moje, E. B. (2014). An integrative framework for the analysis of multiple and multimodal representations for meaning-making in science education. Science Education, 98,(2), 305-326. doi: 10.1002/sce.21099


If you have any publications that are relevant to this SIG, we invite you to submit them (maximum 5 per member) through this form: