Examining the theory/practice relation in a high school science register: A functional linguistic perspective

Abstract Using a functional view of language and drawing on extensive classroom data, this article examines a high school science class to see how language was used to connect theory and practice in science register. The article tracks the teaching/learning paths from the introduction to the science topic and teaching of the theory (e.g., technical terms) to problem-solving activities (the practice) that necessitate the use of the terms. Research implications include (1) the value of a functional perspective which looks at science learning as a social practice for both a sharper understanding of issues of science language and content integration and a greater ability to analyze the role of language in learning science and (2) the significance of the theory–practice contrast for student learning. Assessment implications include the research potential for greater understanding of the development of scientific discourse in science classes as well as richer conceptions of the linguistic connections between students’ practical experience and theoretical understanding of science.