Applying and Transferring Teachers' Linguistic Knowledge Into Practice for Multilingual Students

• In Event: Preparing Teachers to Support Multilingual Learners

Abstract

This study examined how pre-and in-service teachers in a graduate linguistics course in the US developed and applied knowledge about language (KAL). We analyzed 25 teachers’ weekly linguistic analysis reports (N=175) to investigate the linguistic data sources they chose from their daily lives, teaching approaches and techniques they intend to use to integrate KAL into instructional plans, and their pedagogical goals associated with KAL application. We also analyzed their final reflection papers to triangulate our findings and to gather their thoughts after completing a series of linguistic analyses. This study highlights how a linguistics course can engage teachers in transforming declarative linguistic knowledge into practical knowledge using their analytical skills, individual experiences, and reflections to create effective and inclusive classrooms.

Authors

• Eunjee Jang, University of Wisconsin - River Falls

• Hyonsuk Cho, University of North Dakota