Abstract
Language is one of the central mediators of any learning process. But, understanding the specific language of a domain is also the entrance of a learner to be enculturated to the specific field of interest. This makes the learning of language an objective of its own. The chapter will discuss the role of linguistic issues for learning in general, and of chemistry education in particular from both of the above mentioned perspectives; the teacher and the learner. The chapter will deal with how to become able to communicate in and about chemistry by learning the special language of chemistry with its technical terms, formulae, or modes of argumentation. But teaching chemistry is also often confronted with problems in students ' general abilities in talk, read and write. Finally, the chapter will therefore shed light on the issue how to deal with growing linguistic heterogeneity in chemistry classes in many countries. In the practical part of the chapter examples will be presented on how to deal with linguistic issues in the chemistry classroom.
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Markic, S., Broggy, J., Childs, P. (2013). How to Deal with Linguistic Issues in Chemistry Classes. In: Eilks, I., Hofstein, A. (eds) Teaching Chemistry – A Studybook. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-140-5_5
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DOI: https://doi.org/10.1007/978-94-6209-140-5_5
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