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Dec 15, 2022 · Subject-specific language in geography education can be conceptualized based on three language dimensions (word, sentence, and text/discourse level) as well as language actions (reception, production, interaction, and mediation).
Learning about geography involves developing knowledge and understanding of: where learners live; other people and places; how people and places interrelate; the significance of location; human and physical environments; causes and consequences of change; explaining geographical patterns and processes.
Abstract: Against the backdrop of established paradigms of geolinguistics, this paper argues for a new approach to the geography of language which un-trivializes the connection between language and space and moves the speakers to the front stage, both in terms of their perception of language spaces and in terms of their construction of language ...
This book uniquely provides a history of geography as a school subject in Britain, presenting us with the significant and often overlooked fact that school geography predates geography as a university discipline by many decades. The book traces the school subject as an element of the social history of the nation. Reference Resources
Oct 24, 2023 · In this theoretical article we draw on the concepts of powerful knowledge and powerful pedagogies to argue that the school geography curriculum is key to developing structured teaching...
Jan 1, 2001 · This themed section is based on a session that took place at the Royal Geographical Society (with the Institute of British Geographers) annual conference, held in Brighton in January 2000, and draws together the work of a number of authors who explore the signiecance of languages within geography.
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A model of the language in geography classrooms, which defines requirements of language actions there, is presented. 16 bilingual geography teachers in secondary schools in Germany were interviewed over six months to assess their language awareness by a qualitative analysis referring to the model.
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