Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings

Autor/inn/en	Viesca, Kara Mitchell; Strom, Kathryn; Hammer, Svenja; Masterson, Jessica; Linzell, Cindy Hammer; Mitchell-McCollough, Jessica; Flynn, Naomi
Titel	Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings
Quelle	In: Review of Research in Education, 43 (2019) 1, S.304-335 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
DOI	10.3102/0091732X18820910
Schlagwörter	Multilingualism; Teaching Methods; Course Content; Learning Processes; Faculty Development; Educational Quality; Instructional Improvement; Sociocultural Patterns; English Language Learners; Culturally Relevant Education; Culture Fair Tests; Databases; Bilingualism; Native Language; Teacher Attitudes; Teacher Student Relationship; Context Effect; Educational Environment; Educational Policy; Knowledge Base for Teaching; Educational Practices; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Learning process; Lernprozess; Quality of education; Bildungsqualität; Unterrichtsqualität; Soziokulturelle Theorie; Datenbank; Bilingualismus; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Teaching theory; Theory of teaching; Unterrichtstheorie; Bildungspraxis
Abstract	Utilizing a complex theory of teacher learning and practice, this chapter analyzes ~120 empirical studies of content teacher development (both preservice and in-service) for working with multilingual learners as well as research on content teaching for multilingual students. Our analysis identified three dimensions of quality content teaching for multilingual learners that are complex and intricately connected: context, orientations, and pedagogy. This chapter explores the results of our literature analysis and argues for improving content teaching for multilingual students through improved theoretically grounded research that embraces, explores, and accounts for the expansive complexities inherent in teacher learning and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01