Concepts and language: Developing knowledge in science

• Discussion, creating models and writing support learning of language and content.
• Language instruction helps students use content-specific language in written texts.
• Student writing shows developing understanding of content through language.

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 linguistics (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 linguistics 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 gradually 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.