Loading...
Disciplinary Literacy: Teaching subject-specific literacy
Citations
Altmetric:
Authors
Editors
Date
2025
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: In secondary education, the increasing complexity of subject-specific language demands a strategic approach to teaching disciplinary literacy. This case study explores what it means to focus on subject-specific literacy within a school setting, and why this focus is essential for promoting inclusion, particularly for learners with special educational needs and disabilities (ISEND).
Aims: The primary aim of the research is to develop effective methods for teaching disciplinary literacy within the framework of ISEND. The study seeks to refine research questions and improve pedagogical strategies through iterative action research cycles, highlighting the importance of effective vocabulary and reading practices in specific subject areas, particularly in science education.
Methods: The research employs a cyclical action research approach consisting of two primary cycles. Each cycle begins with a planning phase where literature informs the research focus and evolves through data collection and ethical considerations regarding participant consent. The research includes both the planning and reviewing of teaching practices, ensuring systematic reflection and adaptation based on gathered evidence.
Findings: Initial findings showed that subject-specific language is not always taught and unpacked for children prior to teaching. In science, teachers tended to focus on the subject content over supporting pupils to understand the language used in texts and questions. Training highlighted the importance of teaching key vocabulary before asking children to apply it in lessons. The findings suggest a need for a more strategic approach to teaching subject-specific vocabulary as part of a strengthened school universal offer.
Implications: Embedding disciplinary literacy within a school may require a strategic review of the curriculum, with careful consideration of when vocabulary is introduced and how cognitive load is managed. A consistent approach that helps learners understand, retain, and apply subject-specific vocabulary will also be needed.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), disciplinary literacy, subject-specific literacy, reciprocal reading, science