Teaching at the Crossroads of Language and Content: New Insights on Pedagogical Language Knowledge

Session Type: Symposium

Abstract

Language learners are, by definition, expected to learn disciplinary concepts while acquiring proficiency in a new language. This presents a unique challenge for their teachers, many of whom face challenges in addressing the disciplinary literacy demands of their respective subjects. Hence, an examination of teacher pedagogical language knowledge (PLK) meant to support both the language and concept development of emergent bilingual (EB) learners is warranted. The papers presented in this symposium will report on recent research on teacher PLK through an examination of teachers who work with linguistically diverse learners. Recommendations for pre- and in-service teacher education will be addressed.

Sub Unit

• SIG-Second Language Research

Chair

• Lillian Stevens, New York University

Papers

• An Examination of Teacher Pedagogical Language Knowledge Through Figured Worlds - Lillian Stevens, New York University

• Pedagogical Language Knowledge in Action in K–12 ESL Classrooms - Tabitha Kidwell, University of Maryland - College Park; Megan Madigan Peercy, University of Maryland - College Park; Daisy Fredricks, Grand Valley State University; Johanna M. Tigert, University of Massachusetts - Lowell

• Pedagogical Language Knowledge as Emergent Working Theory of Practice for Language Development - Tomas Galguera, Mills College

Discussants

• George C. Bunch, University of California - Santa Cruz

• Aida Walqui, WestEd