Research School Network: Xylem or phloem? Transporting science vocabulary knowledge to our students Hanna Cox reflects on the role of vocabulary in science teaching

The more I think about it, the more challenging I realise it is: the language of science is complex, nuanced and often a headache to teach. Every lesson students are exposed to more and more complex vocabulary, that, if not given explicit instruction, will just wash over them. What strategies can I implement in my classroom to ensure that all students, especially those from a disadvantaged background, have the confidence and competence to own the vocabulary they need to flourish as scientists?

I sought inspiration on this from Leticia Lill; an experienced science teacher from a comprehensive secondary school based in South Devon. We caught up to exchange ideas and dig into the evidence surrounding explicit vocabulary instruction.

In the EEF’s Improving Secondary Science guidance report recommendation 6 describes the importance of developing scientific vocabulary. 

“In science lessons students are expected to learn an entirely new language”, Leticia explained. ​“There are so many new words to learn, that without support, the whole lesson can become inaccessible to students”.

Wellington and Osborne (2011) argue that language is a major barrier to most students in learning science. A report by the EEF and EEF and the Royal Society, published in 2017, showed how pupils from disadvantaged backgrounds are much less likely than their peers to get good grades in science and to go on to take a science subject at A‑level and beyond. The report explores many factors contributing to this, with literacy barriers being a key theme throughout.

When exploring this report, Leticia and I agreed that despite this challenge, there are lots of practical things that can be done within science classrooms to close this literacy gap. I asked Leticia what methods she uses in her practice to support all her students to develop their scientific vocabulary.

​“At the start of each lesson I will show and tell the students essential vocabulary we will be using throughout the lesson. I’ll draw their attention to them, alongside the learning outcomes so students know to expect them.” We said this is something that can often be missed with the pressures to dive into the complex content of the lesson. ​“This is also a prompt to me to vocalise the vocabulary so students have heard the words spoken already”. We talked about how the pronunciation of many words, like xylem and phloem, can be super challenging to students.

Leticia pointed out that providing opportunities within a lesson for students to say the words is essential – ​“Having a classroom environment where students are not fearful of making pronunciation mistakes is so important; we want students to feel that they can learn from their errors without feeling judged by us or their peers”. 

I know I can be so focused on teaching students to write their answers, on mini-whiteboards, in exam questions etc, that I forget that the spoken form of vocabulary is needed in order for students to learn what words means and how they link to the concepts students are learning. From speaking to Leticia, I feel that I need place an emphasis on drawing students’ attention to the language they will be learning each lesson. I also need to provide more opportunities for students to use this language in both verbal and written form.

References:

EEF (2018) ​‘Improving Secondary Science: Guidance Report’, London: Education Endowment Foundation.

Wellington, J. and Osborne, J. (2001) Language and literacy in science education (2011 ed.), Buckingham, Philadelphia: Open University Press.

Nunes, T., Bryant, P., Strand, S., Hillier, J., Barros, J. and Miller-Friedmann, J. (2017) ​‘Review of SES and Science Learning in Formal Educational Settings’, London: Education Endowment Foundation