Research on the Role of Language in Geography Education: A Systematic Literature Review

• In Event: The Social Studies Classroom as a Productive Site for Research on Learning and Instruction

Abstract

Language as the most important prerequisite of educational processes is gaining importance on a subject-specific level and in a broader sense as key to truth. Due to the prevailing linguistic heterogeneity in classrooms, the use of academic and subject-specific language creates learning barriers for students with limited linguistic proficiency or non-native backgrounds. However, there is no systematic overview of the research field in empirical publications on language in Geography education. Thus, the aim of this paper proposal is to analyze it following the PRISMA guidelines to indicate research desideratum. Results of the final selection of 38 peer-reviewed publications reveal evenly distributed countries-of-origin and research designs, although there is a lack of studies in primary education and samples including non-native students.

Authors

• Neli Heidari, University of Hamburg
  Presenting Author

• Markus Sebastian Feser, University of Hamburg
  Non-Presenting Author

• Nina Scholten, Westfälische Wilhelms-Universität Münster
  Non-Presenting Author

• Knut Schwippert, University of Hamburg
  Non-Presenting Author

• Sandra Sprenger, Universität Hamburg
  Non-Presenting Author