Demystifying the Discourse of Science for Elementary Grade English Learners

Abstract

In science, language is used in specialized ways to communicate about the natural world. For English learners (ELs), not knowing the discourse of science can have critical consequences, as lack of proficiency of this discourse can limit their participation in science activities and consequently their appropriation of science concepts. This paper identifies some science discourse practices and utilizes the theory of Systemic Functional Linguistics and Sociocultural theory to make sense of how preservice teachers involved in a research study, made this elusive language variety more available and accessible to ELs.