Language and Words

How Vocabulary Teaching Indexes Teacher Histories and Beliefs about Language

Dados Bibliográficos

ID10818552
AutoresLillian Ardell (Language Matters, LLC Chicago Illinois United States, autor correspondente)
Ano2022
Volume56
Fascículo2
Páginas582-602
Data de publicação2022-06-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoTESOL Quarterly (JOURNAL)
Identificadores do periódicoISSN: 0039-8322 • E-ISSN: 1545-7249
EditoraWiley (PUBLISHER • GB)
DOI10.1002/tesq.3069
OpenAlexW3196853836
IdiomaEN
Citações recebidas2
Referências citadas38

To support emergent bilinguals in the content area classroom, applied linguists suggest teachers add metalinguistic conversations to their pedagogical repertoire. However, such language‐centered pedagogies may become difficult to enact when a teacher sees language at the word level. This comparative teacher case study explores how teacher Pedagogical Language Knowledge was observed in two upper elementary teachers working with emergent bilinguals in the social studies classroom. Through a novel discourse analytic scheme that traces a teacher’s linguistic dispositions, I examine the relationship between beliefs about language and instructional practice that reveal teachers place a disproportionate emphasis on vocabulary study. Findings endorse professional support initiatives that allow teachers to explore their histories as language learners while offering sustained exposure to how non‐lexical features of academic language may be embedded into disciplinary instruction

Discipline · Linguistics · Mathematics education · Metalinguistics · Pedagogy · Repertoire · Sociology · Teaching method · Vocabulary · Vocabulary development · Educator Training and Historical Pedagogy · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching