TY - JOUR

T1 - From founding voices to future visions: languages and literacies in science education

AU - Kersting, Magdalena

AU - Danielsson, Kristina

AU - Mortimer, Eduardo Fleury

AU - Olander, Clas

AU - Siry, Christina

AU - Tang, Kok-Sing

PY - 2024

Y1 - 2024

N2 - Over the past decades, languages and literacies have become aprominent focus in science education research and practice.While there is broad consensus on the central roles ofdisciplinary, representational, and cultural languages and theirassociated literacies in learning and teaching science, the fieldfaces a critical moment. An ever-growing number of newtheoretical and methodological perspectives have revealed richfacets of the multilingual and multimodal nature of learningprocesses in science. These developments prompt us to reflect onthe distinct identity and impact of languages and literacies onthe contemporary discourse in science education, especially inlight of technological innovations (e.g. large-language models)and societal developments (e.g. multilingual contexts). Thisposition paper offers an opportunity to assess the field’s pastdevelopments and future directions, building on a recentmeeting of the Special Interest Group (SIG) on Languages andLiteracies in Science Education under the European ScienceEducation Research Association (ESERA). We present viewpointsfrom four founding members of the SIG, discussing currenttrends, challenges, and visions for the future. Ultimately, thispaper invites our global community to engage in informeddialogues on the role and value of languages and literacies inscience education today.

AB - Over the past decades, languages and literacies have become aprominent focus in science education research and practice.While there is broad consensus on the central roles ofdisciplinary, representational, and cultural languages and theirassociated literacies in learning and teaching science, the fieldfaces a critical moment. An ever-growing number of newtheoretical and methodological perspectives have revealed richfacets of the multilingual and multimodal nature of learningprocesses in science. These developments prompt us to reflect onthe distinct identity and impact of languages and literacies onthe contemporary discourse in science education, especially inlight of technological innovations (e.g. large-language models)and societal developments (e.g. multilingual contexts). Thisposition paper offers an opportunity to assess the field’s pastdevelopments and future directions, building on a recentmeeting of the Special Interest Group (SIG) on Languages andLiteracies in Science Education under the European ScienceEducation Research Association (ESERA). We present viewpointsfrom four founding members of the SIG, discussing currenttrends, challenges, and visions for the future. Ultimately, thispaper invites our global community to engage in informeddialogues on the role and value of languages and literacies inscience education today.

U2 - 10.1080/09500693.2024.2377424

DO - 10.1080/09500693.2024.2377424

M3 - Journal article

JO - International Journal of Science Education

JF - International Journal of Science Education

SN - 0950-0693

ER -