Abstract

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.

摘要

由于大多数课堂中语言异质性不断增加，地理教育中的学术语言引起了人们的关注。考虑到特定学科的语言不同于学生在日常生活中使用的语言，具有语言意识的地理教育有助于解决特定学科的语言需求。然而，关于这一主题的实证研究似乎很少，也没有系统的概述。因此，本研究的目的是系统地回顾对地理教育中的语言进行实证研究的出版物，为该领域的未来研究提供综合的知识状态。根据 PRISMA 指南，本研究对来自三个文献数据库（Web of Science、ProQuest 和 Scopus）中最终选择的 38 项研究进行了分析。实证研究根据其特定主题、空间概念、工作方法以及所检查的语言进行分类。主要发现表明，这些研究主要考察文本/话语层面和书面语言模式的语言。特别是，这些研究主要调查阅读技能。此外，自然地理主题是这组出版物的中心。这一系统综述对于未来语言在地理教育研究中的作用具有理论和实践意义。主要发现表明，这些研究主要考察文本/话语层面和书面语言模式的语言。特别是，这些研究主要调查阅读技能。此外，自然地理主题是这组出版物的中心。这一系统综述对于未来语言在地理教育研究中的作用具有理论和实践意义。主要发现表明，这些研究主要考察文本/话语层面和书面语言模式的语言。特别是，这些研究主要调查阅读技能。此外，自然地理主题是这组出版物的中心。这一系统综述对于未来语言在地理教育研究中的作用具有理论和实践意义。