Literacy and the language of science in Year 1 classrooms: Implications for children's learning

In this article the authors report on the findings of a study which explores certain linguistic features in the discourse of two Year 1 teachers and their students. The study focusses on the teachers' use of grammatical metaphor, which is considered to be a significant feature in the construction of scientific and technical knowledge, including the disciplines of science and mathematics (Halliday, 1987; Martin 1993). Certain kinds of grammatical metaphor appear to be difficult for young children to use and interpret (Halliday, 1993b). The study found differences in the nature and extent of the grammatical metaphor used. One teacher's strategies for developing her students' understanding of scientific register are analysed.