Language in Primary and Secondary Geography Education: A Systematic Literature Review of Empirical Geography Education Research

Autor/inn/en	Heidari, Neli; Sebastian Feser, Markus; Scholten, Nina; Schwippert, Knut; Sprenger, Sandra
Titel	Language in Primary and Secondary Geography Education: A Systematic Literature Review of Empirical Geography Education Research
Quelle	In: International Research in Geographical and Environmental Education, 32 (2023) 3, S.234-251 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heidari, Neli) ORCID (Sebastian Feser, Markus) ORCID (Scholten, Nina) ORCID (Schwippert, Knut) ORCID (Sprenger, Sandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
DOI	10.1080/10382046.2022.2154964
Schlagwörter	Elementary Education; Secondary Education; Geography; Literature Reviews; Academic Language; Reading Skills + Suchen Sie Ihr Suchwort? Elementarunterricht; Sekundarbereich; Geografie; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Reading skill; Lesefertigkeit
Abstract	Academic language in geography education has attracted attention due to the increasing linguistic heterogeneity in most classrooms. Considering that subject-specific language differs from the language students use in their everyday lives, language-aware geography education contributes to addressing subject-specific language demands. However, there seems to be little empirical research and no systematic overview available concerning this topic. Thus, the aim of this study is to systematically review publications that empirically researched language in geography education to provide a synthesized state of knowledge for future research in this field. In accordance with the PRISMA guidelines, a final selection of 38 studies from three literature databases--Web of Science, ProQuest, and Scopus--were analyzed in this study. The empirical studies were categorized with reference to their subject-specific themes, concepts of space, and working methods, as well as the examined language. The main findings showed that the studies primarily examined language at the text/discourse level and in the written language mode. Particularly, the studies predominately investigated reading skills. Furthermore, physical geographical themes were at the center of the set of publications. This systematic review has both theoretical and practical implications for future research on the role of language in geography education research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01