Linguistics and Education 27 (2014) 54–67 Contents lists available at ScienceDirect Linguistics and Education j ourna l ho me pa g e: www.elsevier.com/locate/linged Concepts and language: Developing knowledge in science Tracy Hodgson-Drysdale * Boston College, Lynch School of Education, 140 Commonwealth Avenue, Chestnut Hill, MA 02467, United States a r t i c l e i n f o Keywords: Systemic functional linguistics Science Language Content Elementary a b s t r a c t This study of language and knowledge in the elementary science classroom was part of a larger three-year research project on teaching writing informed by systemic functional lin- guistics (SFL) theory (Halliday & Matthiessen, 2004). This article analyzes the experiential function of language and its impact on knowledge in the context of the science classroom. The teaching of a science integration specialist learning about systemic functional linguis- tics theory was analyzed throughout a unit on rocks and minerals. Student writing was analyzed for clause-level knowledge of content and language. Findings showed how the teacher engaged 5th grade students in learning content and language through discussions, creating models and writing. Findings also showed that throughout the unit students grad- ually developed language and content knowledge and the ability to express it in writing through clauses. Implications highlight the importance of understanding the functional role of language in learning science content. © 2014 Published by Elsevier Inc. Introduction “[L]anguage is the essential condition of knowing, the process by which experience becomes knowledge” (Halliday, 1993, p. 94). When people engage in new experiences they learn new concepts through the language associated with them. In school, many new concepts are learned across the curriculum each day. “Learning in school is done primarily through language, yet the language of school tasks is seldom explicitly discussed or taught in schools” (Schleppegrell, 2004, p. 19). This school-specific language has been referred to as the “hidden curriculum” (Christie, 1985 as cited in Schleppegrell, 2004). By not making such language explicit, schools are privileging those students with an awareness of the dominant culture or the culture of the school, and excluding others who either lack that cultural knowledge or are unfamiliar with those uses of language (Lemke, 1990; Schleppegrell, 2004). One reason for the lack of explicitness regarding the language of school is that some teachers are not familiar with the linguistic aspects of the content they teach such as science, mathematics, social studies, and even language arts, and they therefore lack the tools necessary to teach students about language and its functions in these areas (Fillmore & Snow, 2000; Lemke, 1990; Schleppegrell, 2004; Snow, 2010). Teachers need to understand how language functions to build meaning in the content areas if they are to teach students to use domain-specific language to make meaning (Lemke, 1990). Systemic functional linguistics theory can help teachers gain this understanding (Schleppegrell, 2004). The necessity of teaching language is true for elementary generalists and specialists alike (Christie & Derewianka, 2008; Fillmore & Snow, 2000; Halliday & Martin, 1993; Lemke, 1990; Schleppegrell, 2004). In the teaching of science, a paradigm shift must occur that embraces “strategic language activity, critical thought, and social relevance at the core of science * Current address: Lesley University, College of Liberal Arts and Sciences, 29 Everett Street, Cambridge, MA 02138, United States. Tel.: +1 617 349 8256. E-mail addresses: drysdalt@bc.edu, tdrysdal@lesley.edu, tracy@lrn2read.com http://dx.doi.org/10.1016/j.linged.2014.07.004 0898-5898/© 2014 Published by Elsevier Inc.