Unpacking Language-Related Knowledge: A Study of Preservice Teachers' Knowledge for Working With English Learners

• In Event: Multiliteracies in the Lives of Teachers

Abstract

The purpose of this qualitative case study is to examine pre-service teachers’ use of their language-related knowledge in their work with English learners (ELs). More specifically, I conceptualize the language-related knowledge as one domain of teacher knowledge which intersects with teaches’ content knowledge and pedagogical knowledge. Through analyzing three pre-service teachers’ course assignments, lesson plans, data collected from think-aloud on their lesson plans, and interviews, I investigate two related questions: 1) what kinds of language-related knowledge these pre-service teachers draw on in designing their lesson plans for EL students, and 2) how they integrate their language-related knowledge, content knowledge and pedagogical knowledge in designing their lesson plan.

Author

• Kongji Qin, Michigan State University