Pseudo-compliance or convergence
Content teachers work together to learn about language
Bibliographic Data
| ID | 21458482 |
|---|---|
| Authors | Margaret Gleeson (0000-0002-5624-6128, Victoria University of Wellington, corresponding author) |
| Year | 2023 |
| Volume | 46 |
| Issue | 1 |
| Pages | 99-123 |
| Publication date | 2023-03-30 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australian Review of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0155-0640 • E-ISSN: 1833-7139 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/aral.20103.gle |
| OpenAlex | W4205161132 |
| Language | EN |
| References cited | 18 |
This paper reports on a professional learning (PL) project conducted over one year at a senior secondary school in New Zealand. Subject teachers volunteered to work with one another and a facilitator to identify the linguistic demands of their subjects, adapt teaching materials, and try out teaching approaches congruent with research evidence about teaching emergent bilingual (EB) learners. This paper explores cases of subject-specific partnerships and how participants’ responses to the PL appeared to impact their existing pedagogical content knowledge (PCK). The PL sessions were facilitated through audio-recorded Zoom meetings. A thematic analysis was conducted, and the findings were analysed using an adaptation of Davison’s (2006) framework to map how participants engaged with the PL and collaborated with one another on new pedagogies. The study suggests that these teachers accommodated linguistic teaching approaches, but their adaptation to language PCK may have remained at a compliant level
Facilitator · Library science · Mathematics education · Pedagogy · Qualitative research · Sociology · Thematic analysis · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Social Psychology
Pedagogical Language Knowledge
Preparing Teachers for Teaching in and Advocating for Linguistically Diverse Classrooms
Strategies for ensuring trustworthiness in qualitative research projects
Professional development through reflective practice for English-medium instruction (EMI) teachers
Collaboration Between ESL and Content Teachers
Twenty Years Later
Disciplinary Literacies Across Content Areas
Content‐Area Teachers’ Appropriation of Language Development Practices During Professional Learning
Teacher Professional Development Focusing on Pedagogical Content Knowledge
Knowledge and Teaching
Member Checking
| Highly cited | No |
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