This book explores the importance of language in content learning. It focuses on teachers’ roles, knowledge and understanding of language in school contexts (including academic language and disciplinary languages) to support students. It examines teachers’ language-related knowledge base for content teaching, which include teachers’ knowledge of and about language, knowledge of (their) students and their pedagogical knowledge. This book also explores how teachers’ knowledge of language, students and content are linked as part of a larger pedagogical content knowledge, which includes knowledge of the role of language in content learning. As well, it further considers literacy (and literacies) as part of this examination of teachers’ knowledge of language.
Table des matières
Introductory chapter by editors: Mapping the Language-related Knowledge Base for Content Teaching.-
Studies in Science and TLA.- Unpacking the language-related knowledge components of science teachers through the language awareness lens.- Raising Science Teachers’ Language Awareness: Teachers’ Voices from the Implementation of A Functional Literacy Approach to the Teaching of Lower Secondary Science in Singapore.- High School Science Teachers Learning to Teach Science Reading Through a Functional Focus on Language: Toward a Grounded Theory of Teacher Learning.- Building Science Teacher Disciplinary Linguistic Knowledge with SFL.- From image-to-writing: A teacher’s PCK in supporting primary school students in making sense of the specialised language of science.- Teachers’ language-based knowledge to support students’ science learning.-
Studies in Social Science and TLA.- Beyond the word hunt: Teaching the ways we construe causation in history education.- The Languageof Historical Thinking Read-Alouds.- The underground railroad doesn’t run underground: Tackling metaphors in the social studies classroom.- Thinking and Talking like a Geographer: Teachers’ use of dialogic talk for engaging students with multimodal data in the geography classroom.- Commentary: What Do We Mean by Language? And Other Key Questions Related to Building a Language-Related Knowledge Base for Teachers.
A propos de l’auteur
Lay Hoon Seah is a Senior Research Scientist with the Office of Education Research, National Institute of Education, Singapore. As a former secondary science teacher, she encountered first-hand how her students struggled with the use of language in science. Her research interests encompass teacher professional learning, classroom discourse analysis and disciplinary literacy, particularly in the context of science education. Currently serving as the managing editor of Asia Pacific Journal of Education, she has published in Science Education, Computers & Education, International Journal of Science Education, Research in Science Education, International Journal of Science and Mathematics Education and School Science Review.
Rita Elaine Silver is an Associate Professor in English Language and Literature and Associate Dean for Research Design & Integrity at the National Institute of Education, Nanyang Technological University. She has published in International Journal of Science Education, Journal of Teacher Education, International Journal of Multilingualism, International Journal of the Sociology of Language, Language Policy and AERA Open, among others. Her research interests include teacher professional learning, language and literacy development, classroom discourse, language policy, research management and research ethics, and open science in educational linguistics. She is editor of Language & Education (Taylor & Francis). She serves on the editorial boards for Educational Linguistics, Journal of Immersion and Content-Based Language Education, Language Policy and the editorial review boards for TESL-EJ and TESOL Journal.
Mark Baildon is an Associate Professor in Foundations of Education at the United Arab Emirates University. His research and teaching interests focus on ways to support social studies inquiry practices, global citizenshipeducation and 21st century literacies to address global issues. He has published in the Cambridge Journal of Education, Curriculum Inquiry, Education Policy Analysis Archives, Cognition & Instruction, Journal of Adolescent & Adult Literacy, Teaching and Teacher Education, and Compare. He has published three books: Social Studies as New Literacies in a Global Society: Relational Cosmopolitanism in the Classroom (with James Damico; Routledge, 2011), Controversial History Education in Asian Contexts (co-editor; Routledge, 2013), and Research on Global Citizenship in Asia: Conception, Perceptions, and Practice (with Theresa Alviar-Martin, Information Age Publishing, 2021). He serves on the editorial boards of Theory & Research in Social Education and the Asia-Pacific Journal of Education.
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