Commentary on the Expanding Development of Literacy Research in Science Education

Abstract

This commentary situates, summarizes, and critiques the global attempts, as documented in this book, to address the complex language/literacy-science education problem space involving curriculum, integrated learning, classroom practices, challenges, instruction embedded in an inquiry-oriented context, and teacher education and development issues focused on the fundamental sense of science literacy. Few science education policies or curriculum documents recognize a contemporary view of learning science or specify that language is a critical component of science literacy and that instructional attention must be afforded science language, scientific metalanguage, and other fundamental abilities and strategies as part of inquiry-oriented programs. Many countries rely on the language arts or literacy curricula to justify disciplinary literacy in science education. The infusion of literacy goals into science programs requires the reallocation of effort and time, which many educators and teachers will view as impeding the content objectives emphasized in most science curricula, teaching, and assessment. This infusion will necessitate the development of a robust operational definition of science literacy amongst the language/literacy and science education communities that respects the epistemic and ontological nature of science, the development, verification, and implementation of innovative science literacy opportunities in argument-based, multiple information resources and technology-rich science instruction, and new professional learning approaches for language and science teachers in primary, middle, secondary, and postsecondary institutions. Furthermore, the language/literacy and science education research communities may wish to consider secondary analyses of existing research results in order to set the agenda and designs for future research.