Here are some of the publications by the members of this SIG.
|Tang, K.S (2020). Discourse Strategies for Science Teaching & Learning: Research and Practice. New York: Routledge. doi:10.4324/9780429352171|
|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|
|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.|
|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|
|Tytler, R., Prain, V., Hubber, P., & Waldrip, B. (Eds.). (2013). Constructing Representations to Learn in Science. Sense Publishers. doi: 10.1007/978-94-6209-203-7|
|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|
|Mortimer, E. & Scott, P. (2003). Meaning Making in Secondary Science Classrooms. Buckingham: Open University Press. |
|Wellington, J. & Osborne, J. (2001). Language & Literacy in Science Education. Open University Press. |
Pettersson Jahic, A., Danielsson, K., Rundgren, C. (2020). ‘Traveling nutrients’ : how students use metaphorical language to describe digestion and nutritional uptake. International Journal of Science Education, 1-21.
Cheng, M.M.W., Danielsson, K., Lin, A.M.Y. (2020). Resolving puzzling phenomena by the simple particle model : examining thematic patterns of multimodal learning and teaching. Learning: Research and Practice 6, 70-87.
Danielsson, K. (2016). Modes and meaning in the classroom : The role of different semiotic resources to convey meaning in science classrooms. Linguistics and Education 35, 88-99.
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
Tang, K.S. (2020). The Use of Epistemic Tools to Facilitate Epistemic Cognition & Metacognition in Developing Scientific Explanation. Cognition & Instruction, 38(4), 474-502. doi: 10.1080/07370008.2020.1745803
Tang, K.S. & Rappa, N.A. (2020). The Role of Metalanguage in an Explicit Literacy Instruction on Scientific Explanation. International Journal of Science and Mathematics Education. doi: 10.1007/s10763-020-10121-6.
Tang, K.S. (2019). The role of language in scaffolding content & language integration in CLIL science classrooms, Journal of Immersion and Content-Based Language Education, 7(2), 315-328.doi: 10.1075/jicb.00007.tan
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., 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: