Discourse competence, related to specific knowledge domains and its situated construction in interaction has raised considerable interest in the recent past. Three major fields of questioning have contributed to this increased interest:
1) the conceptualizing debate with regard to scientific concepts and their knowledge representation,
2) the advances made in the field of language learning, which put interaction and its organization at the center of language development.
3) the research needs identified in the field of literacy development in multilingual and highly diversified, digitalized societies.
The intersection, available from these three fields of investigation offers promising insights into the nature of science learning in its emergence and consolidation as instigated by the analysis of discourse-in-interaction accomplishments by young learners, growing up in highly diversified multilingual and multimodal settings.