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Academic success within schooling depends in part on students being able to use discipline specific language and textual conventions across a range of learning areas. It is through the use of language and textual forms within disciplinary contexts that students are able to express key concepts, engage specific audiences and achieve cohesion in the texts that they produce. Understanding the ways in which meanings are made effectively in specific disciplines also supports students to listen to, read and comprehend texts in every learning area. This chapter focuses on senior high-school science classrooms in Australia. Results show how practices developed by teachers invited students to reason about language and text use within the discipline of science.

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Teaching Practices for Generating Student Use of Disciplinary-Specific Language and Reasoning in Senior High-School Science Discussions

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  • 发表日期：

    2026年

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  • Lisl Fenwick

摘要

Academic success within schooling depends in part on students being able to use discipline specific language and textual conventions across a range of learning areas. It is through the use of language and textual forms within disciplinary contexts that students are able to express key concepts, engage specific audiences and achieve cohesion in the texts that they produce. Understanding the ways in which meanings are made effectively in specific disciplines also supports students to listen to, read and comprehend texts in every learning area. This chapter focuses on senior high-school science classrooms in Australia. Results show how practices developed by teachers invited students to reason about language and text use within the discipline of science.