Language in Science Education as a Gatekeeper to Learning,Teaching, and Professional Development |
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| Authors: | Felicia M Moore |
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| Institution: | (1) Teachers College, Columbia University, New York, NY, 10027, U.S.A |
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| Abstract: | In this study, I used a feminist poststructural perspective to explain how language is a gatekeeper in learning science, in
achieving professional honors in teaching science, and in teaching science to English language learners. The various uses
of language revealed interesting dynamics related to the culture of power of language and the culture of power of science
along race–ethnicity, gender, and class dimensions for teachers. Teachers did not necessarily see language as having distinct
purposes and uses. This further maintained the gatekeeping nature of language and discourse in science education. I discuss
implications for looking at language in science education for teacher professional development and student learning.
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