Language in primary and secondary geography education: a systematic literature review of empirical geography education research

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...

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Published inInternational research in geographical and environmental education Vol. 32; no. 3; pp. 234 - 251
Main Authors Heidari, Neli, Sebastian Feser, Markus, Scholten, Nina, Schwippert, Knut, Sprenger, Sandra
Format Journal Article
LanguageEnglish
Published Routledge 03.07.2023
Subjects
Academic Language
Elementary Education
Geography
Geography education
language
Literature Reviews
primary and secondary education
Reading Skills
Secondary Education
systematic review
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Summary: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.
ISSN:1038-2046
1747-7611
DOI:10.1080/10382046.2022.2154964