Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary teachers' development of declarative, procedural, and epistemic knowledge related to using language, particularly focusing on…

This study describes multilingual students' authentic use of their multiple languages in a science classroom in Viljoensdrift, South Africa. There has been a broad scope of research conducted by several researchers with regards to translanguaging and all have proven it to be an effective pedagogical tool that can be used in the process of teaching…

In this commentary, the author presents his thoughts on two papers appearing in this special issue. The first, "The Importance of Language in Students' Reasoning about Heat in Thermodynamic Processes," by David T. Brookes and Eugenia Etkina (See: EJ1060728), and the second, "Varying Use of Conceptual Metaphors Across Levels of…

Researchers believe that the way that students talk, specifically the language that they use, can offer a window into their reasoning processes. Yet the connection between what students are saying and what they are actually thinking can be ambiguous. We present the results of an exploratory interview study with 10 participants, designed to…