This research is driven due to significant role of textbooks possessed in a country. The purpose of this study is to analyse the Malaysian Form Two Science textbook as this learning tool may acts as one of the reason that affects national Science education. The textbook was analysed based on content element adapted from Florida University…

A persistent issue exists in Kazakh higher education institutions regarding the nonsystematic approach to teaching grammar. Although some believe that grammar is acquired automatically, thus requiring no separate study, this sentiment may not be entirely accurate. Knowledge may sometimes be presented in an unsystematic manner, lacking structure…

Teaching children scientific vocabulary is an important part of science education and should be carefully considered when planning units of work so that children can understand new words and apply them to their learning (Sewell, 2018). This view is echoed in the aims of the National Curriculum in England, which states that pupils should be able to…

The purpose of this study was to assess how the Inquiry Based Learning approach supports the development of students' academic language proficiency in invertebrate systematic. The study was framed by Halliday's sociolinguistic approach to learning. A total of 50 classroom observation sessions at 10 schools were conducted: 10 before and 40 after…

Achievement in the learning area of science in Zimbabwe shows significant gaps in comparison to other countries in the global south. Science achievement of bilingual learners has been discussed at different levels, including cultural responsiveness in science teaching, but the emphasis has been placed primarily on the development of science…

CLIL focuses on the integration of content learning and additional language learning. However, it is increasingly recognized that the re/presentation and communication of discipline-specific content involve not only language, but also other semiotic modes (such as visuals and gestures). This is accelerated by the advancement of digital…

In the telling case presented here, the instructional practices an exemplary teacher used to scaffold fourth-grade emergent bilinguals' comprehension of a challenging informational science text are identified, analyzed, and discussed. Data sources included observation field notes, video and audio recording of 11 hours of instruction, the teacher's…

Research on Content and Language Integrated Learning (CLIL) programmes has yielded mixed results regarding their impact on students' language learning, drawing attention to the role of CLIL teachers. This study draws on teacher language awareness research to explore secondary subject content teachers' language-related pedagogical practices when…

This article shares a teaching strategy for science teachers to use when supporting language development among English language learners. Students from other language backgrounds who are learning English need to learn both grade-level academic content and the language necessary to express scientific concepts. However, most science teachers are not…

The author describes the principal findings of a survey study looking at student perceptions of a new form-based approach to reflective journaling. A form-based journal assignment was developed for use in introductory lecture courses and tested over a two-year period in an Honors General Chemistry course for engineers with a total of 157…

In content-based instruction (CBI) programmes, students learn content subjects through a second language (L2), so that they can incidentally learn the language. To further facilitate students' L2 development, the collaboration between L2 and content subject teachers has been strongly advocated. Previous research on such kind of collaboration…

The present research analyzes instructional strategies used to integrate the learning of content and English as a foreign language in a bilingual physics class at a university in Shanghai, China. It examines how the instructor handles meaning and form of new English science vocabulary in concept-focused physics lectures and the strategies he used…

Where would we be without conversation? Throughout history, conversations have allowed us to see different perspectives, build ideas, and solve problems. Conversations, particularly those referred to in this book as academic conversations, push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in…

Many have warned against a direct "brain scan to lesson plan" approach when attempting to transfer insights from neuroscience to the classroom. Similarly, in the effective design and implementation of learning technology, a judicious interrelation of insights associated with diverse theoretical perspectives (e.g., neuroscientific,…

This article uses a conversation analysis methodology to examine how lexical Focus on Form is interactionally accomplished in teachers' vocabulary explanations in secondary Content and Language Integrated Learning (CLIL) classrooms. Recent conversation-analytic work has focused on the interactional organisation of vocabulary explanations in…