Sustainable Language Support Practices in Science Education: Technologies and Solutions presents cases on the results of a study done in Australia on first-year university students and the impact of new techniques of language acquisition on science education. The project covered biology, chemistry and physics. Nearly 3,400 students were involved in the project, drawn from the University of Canberra, the University of Technology, Sydney, the University of Sydney, the University of Tasmania and the University of Newcastle in Australia. This book serves as the latest research available on meta-cognitive assessment and language needs for a diverse student body; it is a vital resource for academics and practitioners designing and implementing science education around the world today.

Sustainable Language Support Practices in Science Education: Technologies and Solutions presents cases on the results of a study done in Australia on first-year university students and the impact of new techniques of language acquisition on science education. The project covered biology, chemistry and physics. Nearly 3,400 students were involved in the project, drawn from the University of Canberra, the University of Technology, Sydney, the University of Sydney, the University of Tasmania and the University of Newcastle in Australia. This book serves as the latest research available on meta-cognitive assessment and language needs for a diverse student body; it is a vital resource for academics and practitioners designing and implementing science education around the world today.

Sustainable Language Support Practices in Science Education: Technologies and Solutions presents cases on the results of a study done in Australia on first-year university students and the impact of new techniques of language acquisition on science education. The project covered biology, chemistry and physics. Nearly 3,400 students were involved in the project, drawn from the University of Canberra, the University of Technology, Sydney, the University of Sydney, the University of Tasmania and the University of Newcastle in Australia. This book serves as the latest research available on meta-cognitive assessment and language needs for a diverse student body; it is a vital resource for academics and practitioners designing and implementing science education around the world today.