Equipping All Teachers to Teach Disciplinary Language: Toward a Developmental Continuum in Teacher Education

Autor/in	Schall-Leckrone, Laura
Titel	Equipping All Teachers to Teach Disciplinary Language: Toward a Developmental Continuum in Teacher Education
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 56 (2022) 2, S.840-851 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3141
Schlagwörter	Teacher Education; Multilingualism; Teacher Educators; Regular and Special Education Relationship; Bilingual Students; College School Cooperation; Preservice Teacher Education; English (Second Language); Second Language Learning; Teaching Methods; Literacy; Intellectual Disciplines; Inquiry + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Mehrsprachigkeit; Multilingualismus; Teacher education; Education; Lehramtsstudiengang; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Alphabetisierung; Schreib- und Lesefähigkeit; Geisteswissenschaften
Abstract	Equipping all teachers to teach multilingual learners disciplinary language--content-specific ways of knowing through language--is an unresolved teacher education challenge. This challenge is particularly acute for teacher educators who serve general education teachers, because these teachers typically lack the specialized language preparation or multilingual skills of TESOL or bilingual educators. Accordingly, this brief article presents an emerging framework that conceptualizes how teachers can learn to teach disciplinary language, drawing from scholarship on teacher learning, pedagogical language knowledge, and language of history. Then, it illustrates how one history teacher learned to teach disciplinary language over a 9-year period from preservice preparation and novice years to a later role as a mentor teacher. This illustrative example supports prior research suggesting three teacher learning prerequisites are essential to improve instruction for MLs: consistent focus on disciplinary literacy, inquiry into practice, and school-university collaboration. The article concludes by proposing a developmental continuum in equipping teachers to teach disciplinary language through preservice, novice, and mastery phases with differentiated supports and opportunities. This article seeks to contribute a descriptive framework that teacher educators and researchers can pilot, study, and adapt to advance efforts to equip all teachers to teach multilingual learners disciplinary language. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01