Building a Third Space: How Academic Language Knowledge Helps Pre-Service Teachers Develop Content Literacy Practices

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Autor/in	Sussbauer, Erik J.
Titel	Building a Third Space: How Academic Language Knowledge Helps Pre-Service Teachers Develop Content Literacy Practices
Quelle	(2013), (115 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Massachusetts Amherst
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-7666-8
Schlagwörter	Hochschulschrift; Dissertation; Academic Discourse; Knowledge Base for Teaching; Interviews; Observation; Course Content; Language Usage; Vocabulary Development; Preservice Teachers; Practicums; Reflective Teaching; Reading Teachers; Writing Teachers; Mentors; Experienced Teachers; Expectation; Classroom Techniques; Literacy Education; Interpersonal Relationship; Teacher Education Programs; Language Role; Teacher Role; Student Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Discourse; Diskurs; Teaching theory; Theory of teaching; Unterrichtstheorie; Interviewing; Interviewtechnik; Beobachtung; Kursprogramm; Sprachgebrauch; Wortschatzarbeit; Practicum; Praktikum; Praktika; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Expectancy; Erwartung; Klassenführung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerrolle; Schülerverhalten
Abstract	Though attention to academic language is a key component of the Teacher Performance Assessment and the new Common Core Standards, little has been researched regarding how pre-service teachers build academic language knowledge and integrate it into their practice teaching experience. This study focuses on the construction and delivery of academic language knowledge to pre-service teachers in a one year immersion teacher preparation program. It studies the pre-service teachers' use of academic language knowledge in their planning, teaching, and assessment throughout a practicum and clinical experience, as well as their use of academic language knowledge as part of reflective practice. Through analysis of classroom observation notes, interviews, and artifacts, the data show that after receiving instruction on academic language concepts in the areas of content-area terminology and language use, reading, and writing, pre-service teachers consciously integrated an attention to the terminology and language use of their content area into their practicum experience. However, faced with understanding themselves as teachers while navigating their mentor teacher's expectations, learning the curriculum they are teaching, and developing classroom management skills, etc., attention to academic language instruction in reading and writing was limited. Recognition that content-area terminology and language use is key to accessing content, though, influenced reflection on how content knowledge is accessed. This conscious understanding of the role terminology and language use plays in accessing content knowledge opened the door for a deeper reflection on the role academic language plays in the classroom. And, during their post-practicum clinical experience, these pre-service teachers were able to more knowledgeably reflect on how to integrate specific content-area reading and writing instruction into curriculum. These conclusions suggest that an introduction to academic language concepts and practices can reveal "blind spots" that enable pre-service teachers to better address content-area literacy in their future practice. They also suggest that more focus in academic language instruction in teacher education programs could help pre-service teachers more efficiently learn the complexities of their new role. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01