Scientific Discourse examines the nature of scientific inquiry in
the primary school classroom to show how this interacts with early
literacy. Through an examination of the texts used and produced by
pupils studying science the author shows how what is at work in
this context of scientific discourse is actually multiliteracy. The
teacher aids the pupils' learning using different forms of literacy
spread across the spoken word, written text, visual text and
physical action. The result of this diverse approach is a growth
not only in scientific knowledge, but basic literacy. The book
provides a theoretical introduction to developmental literacy
theory, current positions of science education and advanced
theories of multiliteracy and genre theory. The new theory of
scientific discourse presented in this book will be of interest to
researchers of applied linguistics, discourse analysis and
education.
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