“…In a similar vein, a number of authors have made the case that challenges found in student learning are largely a function of difficulties in handling and understanding highly specialized forms of communication that are not found to any great extent in everyday situations, for example, Driver & Ericksson (1983), Solomon (1983), Säljö (2000), and diSessa & Sherin (2000). Learning is thus increasingly being characterized in discourse terms (for example diSessa, 2004;Florence & Yore, 2004;Lemke, 1990Lemke, , 1995Lemke, , 1998Northedge, 2002Northedge, , 2003Roth, McGinn, & Bowen, 1996;Swales, 1990;Säljö, 1999;Wickman & Östman, 2002).…”