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ERIC Number: EJ860206
Record Type: Journal
Publication Date: 2009-Nov
Pages: 9
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-1741-4350
Climate Change? A Comparison of Language and Literacy Practices Relating to the Teaching of Science across the Key Stage 2/3 Interface in Two School Clusters
McCullagh, John; Jarman, Ruth
Literacy, v43 n3 p143-151 Nov 2009
This paper reports the findings of a study of the literacy perceptions and practices of general primary teachers (Key Stage 2) and post-primary science teachers (Key Stage 3) within two clusters of schools. The study also explores the possible impact on pupils of any difference in the language climate which may accompany them on their journey across this curricular interface. Interviews with science managers and teachers suggest a quite restricted view of literacy is taken in both phases of schooling with no evidence of any practices which may support the notion of curricular continuity. The different approaches to the introduction of scientific terminology, writing, reading and classroom discussion were reflected in pupils' accounts of their experience and clearly posed a problem for some. We suggest there would be merit in teachers adopting a much wider perspective on literacy which recognises the opportunities for developing the interrelated strands of "general literacy" and "the discourses of science" alongside "learning through language". By addressing each of these domains, and sharing practice across the key stages, a more comprehensive and coherent approach to "language, literacy and science learning" may result, in turn helping minimise the adverse effects of "language climate change".
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A