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This paper introduces a theory about the role of language in learningphysics. The theory is developed in the context of physics students' andphysicists' talking and writing about the subject of quantum mechanics. Wefound that physicists' language encodes different varieties of analogicalmodels through the use of grammar and conceptual metaphor. We hypothesize thatstudents categorize concepts into ontological categories based on thegrammatical structure of physicists' language. We also hypothesize thatstudents over-extend and misapply conceptual metaphors in physicists' speechand writing. Using our theory, we will show how, in some cases, we can explainstudent difficulties in quantum mechanics as difficulties with language.

Using conceptual metaphor and functional grammar to explore how language used in physics affects student learning