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This chapter explores the central importance of the language of chemistry in creative thinking and discusses the research evidence highlighting the challenges it presents. These challenges include: specific technical words and symbols, words used in a variety contexts or everyday words that have different meanings in chemistry. These challenges are explored through the lens of modelling linguistic demand in multiple dimensions in order to promote the development of “language consciousness” amongst chemistry educators. Awareness of the importance of these issues leads to the creative development of pedagogical strategies to support students in developing their understanding of chemical language.

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