Content-Area Teachers’ Appropriation of Language Development Practices During Professional Learning,Tesol Quarterly

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Content-Area Teachers’ Appropriation of Language Development Practices During Professional Learning
Tesol Quarterly ( IF 3.0 ) Pub Date : 2020-08-25 , DOI: 10.1002/tesq.610
Daniella Molle ₁

Affiliation

Persistent inequalities in the education of multilingual students make the effective integration of content and language instruction an urgent issue for theory and practice. This article contributes to the literature on content and language integration by exploring empirically the relationship between teacher learning and changes in teacher practice. The study was situated in a professional learning program for middle school content-area teachers of multilingual youth. The author uses case study analysis to investigate how a team of three content-area teachers took up and incorporated in practice ideas related to language-focused instruction. The data analysis revealed a central contradiction that arose as the teachers engaged with instructional practices that were novel for them. The central contradiction, which remained unresolved for the duration of the professional development, consisted of privileging access to disciplinary content over opportunities for language development. The study offers recommendations for mitigating this contradiction in similar professional learning environments.

中文翻译：

内容领域教师在专业学习期间对语言发展实践的挪用

多语种学生教育中的持续不平等使得内容和语言教学的有效整合成为理论和实践的紧迫问题。本文通过实证探索教师学习与教师实践变化之间的关系，为内容和语言整合方面的文献做出贡献。该研究位于针对多语种青年的中学内容领域教师的专业学习计划中。作者使用案例研究分析来调查由三名内容领域教师组成的团队如何将与以语言为中心的教学相关的想法融入实践中。数据分析揭示了一个核心矛盾，当教师参与对他们来说新颖的教学实践时，就会出现这个矛盾。中心矛盾，在专业发展期间仍未解决的问题包括优先获取学科内容而不是语言发展机会。该研究为在类似的专业学习环境中缓解这一矛盾提供了建议。

更新日期：2020-08-25

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