Mind your language!

Successful study in chemistry requires ‘vertical integration’ of knowledge, with the learning and understanding of basic concepts and ideas acting as foundations for further study. Organic chemistry is particularly challenging because when learning about reactions and transformations there are two aspects that students need to master in order to succeed. Firstly, students need to become proficient with the subject-specific language used, and, secondly, students need to become fluent at using and understanding visual representations of reactions and chemical transformations. Language used when teaching chemistry is complex: everyday words have different meanings and a large number of complex Greek and Latin words are embedded within chemistry terms. Technical language has to be used carefully so that meanings are not lost or altered. 

Our previous work using Legitimation Code Theory as an instrument for language analysis has shown that there are key similarities and differences in the language used by teachers in high school and university when explaining key organic chemistry concepts. We have shown that, in general, the technical language used during a university lecture, and the linking of ideas and concepts, is more advanced than it is during high school.

We would like to extend this study to consider students who are transitioning from high school to university in terms of the techanical language used in textbooks and teaching staff, to consider how language impacts upon any misconceptions that students develop throughout their studies.