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


 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


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.


 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


 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


 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


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


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


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:

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: