Catalytic Air Pollution Control Commercial Technology Book

This was a great book for teachers (and teachers of teachers) to begin to think about the role of language in the science classroom. The book begins with some highly technical linguistic analysis, which may at first seem like unnecessary information. However, it sets the stage for: a) how complex language really is, particularly in a field like science, b) making conscious the subconscious ways teachers use language to impart meaning, and c) establishing the importance of giving students the opportunity to talk science. Chapters 3 and 5 were perhaps the most impactful, laying the groundwork for how language interactions communicate messages of control, and how teachers inadvertently turn students off to science. The book ends with some interesting (yet somewhat controversial) recommendations for how to improve science instruction. I took off one star, because I feel that from a flow perspective, the book was disjointed....the last chapter on semiotics being one of those. I think the book could have done without that chapter, for example, and been completely coherent.