Att bemästra naturvetenskapens språk. Språkliga utmaningar och undervisningsstrategier i biologi.

Abstract

Scientific language is fundamental for learning biology and therefore an important part of becoming an educated member of society. In secondary school biology, communication is part of the course objectives, yet there is a lack of linguistic focus in education. This literature study aims to identify which linguistic challenges affect the ability of secondary school students to learn biology and which linguistic teaching strategies teachers can employ to deal with these challenges. The method used to answer the research questions is a systematic literature review, mainly in the ERIC and Scopus databases. The challenges identified are due to the nature of the scientific language, students' language skills, textbooks and teacher instruction. The results also show that there are several appropriate teaching strategies to address the challenges posed by the language of science. The teaching strategies identified are mainly focused on reading, writing and oral interaction. In conclusion, it can be stated that there is a great need for language-oriented education and that it has a significant role in students' learning of biology. However, it is essential that language-based teaching is seen as an essential component and not a burden for the teacher. Teaching should be seen as an asset for students' learning in biology.