How 'language-aware' are lesson studies in an East Asian high school context?

Elizabeth Anne WALKER

Research output: Contribution to journalArticlespeer-review

8 Citations (Scopus)


Educators worldwide have been attracted by lesson study for its teaching and learning enhancement potential. However, some believe it takes for granted language, out of which all teaching and subject matter are made. Employing a functional linguistics lens in an analysis of two second language science lesson studies, called 'learning' studies in Hong Kong, the paper evaluates the extent of a language-aware perspective in the studies. The data are recordings of the most polished lessons in the lesson study cycles, with planning, teaching and testing materials from post-study presentations. Minimal evidence of a language-aware perspective was found. That is, the academic 'content' was de-contextualized in that lessons focused on propositional knowledge rather than its academic cultural use in explaining, reporting or discussing science; and attention to the cognitive academic language (CAL) construing the science was negligible. The teachers' CAL seemed unplanned and students' CAL development was largely ignored. Some recommendations are made and significant implications of the findings are addressed. Copyright © 2011 Taylor & Francis.
Original languageEnglish
Pages (from-to)187-202
JournalLanguage and Education
Issue number3
Publication statusPublished - May 2011


Walker, E. (2011). How 'language-aware' are lesson studies in an East Asian high school context? Language and Education, 25(3), 187-202.


  • Academic literacy
  • Functional linguistics
  • Language in education


Dive into the research topics of 'How 'language-aware' are lesson studies in an East Asian high school context?'. Together they form a unique fingerprint.