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Discourse of Integrating Science and Literacy

Discourse of Integrating Science and Literacy

Huili Hong, Renee M. R. Moran, LaShay Jennings, Laura Robertson, Stacey Fisher
Copyright: © 2019 |Pages: 15
ISBN13: 9781522563648|ISBN10: 1522563644|EISBN13: 9781522563655
DOI: 10.4018/978-1-5225-6364-8.ch002
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MLA

Hong, Huili, et al. "Discourse of Integrating Science and Literacy." Handbook of Research on Science Literacy Integration in Classroom Environments, edited by Chih-Che Tai, et al., IGI Global, 2019, pp. 12-26. https://doi.org/10.4018/978-1-5225-6364-8.ch002

APA

Hong, H., Moran, R. M., Jennings, L., Robertson, L., & Fisher, S. (2019). Discourse of Integrating Science and Literacy. In C. Tai, R. Moran, L. Robertson, K. Keith, & H. Hong (Eds.), Handbook of Research on Science Literacy Integration in Classroom Environments (pp. 12-26). IGI Global. https://doi.org/10.4018/978-1-5225-6364-8.ch002

Chicago

Hong, Huili, et al. "Discourse of Integrating Science and Literacy." In Handbook of Research on Science Literacy Integration in Classroom Environments, edited by Chih-Che Tai, et al., 12-26. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6364-8.ch002

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Abstract

The authors start this chapter with a reconceptualization of science literacy and proceed to discuss why science literacy matters and why discourse in various forms matters to science literacy. Then, drawing on their recent research study on science literacy integration, the authors center on the teacher-student interactive discourses revolving around science concepts and literacy skills. They particularly examined some of the seemingly off-topic classroom dialogues. Doing so aims to explore how the potential opportunities of science literacy integration can be discursively co-constructed by the teacher and the students in naturally occurring classroom activities. Further, doing so aims to show science literacy integration can become more enjoyable to students. Meanwhile, the authors advocate that both science and literacy teachers should see themselves as teachers of language as well as examine and think how their classroom discourse can be orchestrated for the purposes of integrating science and literacy.

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