This paper examines the manner in which scientific English constitutes learning problems for students being introduced to science. It develops a taxonomy of the difficulties and investigates means of overcoming the problems which texts in scientific English create.
2010. A Matter of Significance: Can Sampling Error Invalidate Cloze Estimates of Text Readability?. Language Assessment Quarterly 7:4 ► pp. 303 ff.
O’Toole, John M, Junyu Cheng & Gjyn O’Toole
2015. An enduring lens for a continuing problem: Close analysis of conceptually scored cloze items. Language Testing in Asia 5:1
1993. Writing up research: A systemic functional perspective. System 21:2 ► pp. 175 ff.
1993. On Becoming: the Grammar of Causality in Pitjantjatjara and English. Cultural Dynamics 6:1-2 ► pp. 42 ff.
2017. Do the Annual National Assessments in Mathematics Unfairly Assess English Language Competence at the Expense of Mathematical Competence?. In Improving Primary Mathematics Education, Teaching and Learning, ► pp. 147 ff.
Stiller-Reeve, Mathew A., Céline Heuzé, William T. Ball, Rachel H. White, Gabriele Messori, Karin van der Wiel, Iselin Medhaug, Annemarie H. Eckes, Amee O'Callaghan, Mike J. Newland, Sian R. Williams, Matthew Kasoar, Hella Elisa Wittmeier & Valerie Kumer
2016. Improving together: better science writing through peer learning. Hydrology and Earth System Sciences 20:7 ► pp. 2965 ff.
1994. The complementary contributions of Halliday and Vygotsky to a “language-based theory of learning”. Linguistics and Education 6:1 ► pp. 41 ff.
This list is based on CrossRef data as of 20 november 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.