Language-aware science teaching

Scientific phenomena and practical scientific work can be accessed without language, but at the same time the two areas also offer a range of opportunities for speaking. For this reason they provide a good opportunity to acquire further linguistic competencies, especially for students with weaker language skills. Furthermore, the role played by language in the learning of scientific and technical concepts should not be underestimated. On one hand, students should increasingly use technical language as they progress through school. On the other hand, the concepts of scientific and technical phenomena which children and adolescents bring to NMG or NT lessons are shaped not only by their own experiences but also by everyday language, a language which is not always compatible with technical language.

To begin with, the article presents in section 1 the fundamentals of language support in science lessons, considering also basic competencies, Curriculum 21 and the role of teachers. Next, section 2 examines everyday and technical language as well as technical terms and forms of representation in science teaching. Section 3 then focuses on the role of language in practical science work. This is followed by a discussion of the promotion of language in science teaching materials, which also includes concrete examples of how these can be implemented. The article closes with a fifth section which offers a conclusion on linking subject and language learning.