The role of language in content pedagogy : a framework for teachers' knowledge / / edited by Lay Hoon Seah, Rita Elaine Silver, Mark Charles Baildon

• Pubblicazione: Singapore : , : Springer, , [2022]; ©2022
• Descrizione fisica: 1 online resource (249 pages)
• Disciplina: 016.37
• Soggetto topico: Language and education; Llengua d'ensenyament; Formació del professorat
• Soggetto genere / forma: Llibres electrònics
• Persona (resp. second.): SeahLay Hoon; SilverRita; BaildonMark Charles
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: Intro -- Contents -- Contributors -- 1 Introduction to the Volume: Mapping the Language-Related Knowledge Base for Content Teaching -- 1.1 Introduction -- 1.1.1 Background: Language in Learning -- 1.1.2 Teachers' Roles -- 1.2 Language-Related Knowledge Base for Content Teaching (LRKCT) -- 1.2.1 Knowledge of Language (KL) -- 1.2.2 Knowledge About Language (KAL) -- 1.2.3 Knowledge of Students (KS) -- 1.2.4 Pedagogical Knowledge (PK) -- 1.2.5 Mapping LRKCT -- 1.2.6 LRKCT for Content Teaching and the PCK of Language Teachers -- 1.2.7 LRKCT and the PCK of Content Teachers -- 1.3 Overview of the Volume -- 1.3.1 Sociocultural Perspectives -- 1.3.2 Systemic Functional Linguistics -- 1.3.3 Building on the LRKCT Framework -- References -- Part I Studies in Science and TLA -- 2 Unpacking the Language-Related Knowledge Components of Science Teachers Through the Language Awareness Lens -- 2.1 Introduction -- 2.2 Literature Review -- 2.2.1 The Importance and Role of Language-Related Knowledge in Science Teaching -- 2.2.2 The Lens of Teacher Language Awareness -- 2.2.3 The Relevance of TLA to Science Teaching -- 2.3 Research Design -- 2.3.1 Research Context -- 2.3.2 Inquiry Cycle -- 2.3.3 Data Sources -- 2.3.4 Analysis -- 2.3.5 Declarative TLA (dTLA) -- 2.3.6 Procedural TLA (pTLA) -- 2.4 Findings -- 2.4.1 Knowledge About (Scientific) Language (KAL) -- 2.4.2 Knowledge About Students' Language (KS) -- 2.4.3 Procedural Dimension of TLA (pTLA) -- 2.5 Discussion -- References -- 3 Raising Science Teachers' Language Awareness: A Functional Literacy Approach to Teaching Science -- 3.1 Introduction -- 3.2 Literature Review -- 3.2.1 A Functional Literacy Approach to Literacy -- 3.2.2 Teacher Reflections -- 3.3 Methodology -- 3.3.1 Context of Study -- 3.3.2 Teacher Inquiry and Knowledge Building Cycles -- 3.3.3 Analysis of Teacher Reflections -- 3.4 Findings. ; 3.4.1 Developing Language Awareness in Science Teaching -- 3.4.2 Designing a Communicative Classroom -- 3.4.3 Making the Learning Process Visible -- 3.5 Discussion -- 3.6 Conclusion -- References -- 4 High School Science Teachers Learning to Teach Science Reading Through a Functional Focus on Language: Toward a Grounded Theory of Teacher Learning -- 4.1 Introduction -- 4.2 Science Language and Science Teaching/Learning -- 4.3 Methods -- 4.3.1 Setting -- 4.3.2 Participants -- 4.3.3 Professional Development Program -- 4.3.4 Data Collection -- 4.3.5 Data Analysis -- 4.4 Findings -- 4.4.1 Embracing a New Perspective on Science Language/Reading -- 4.4.2 Learning About Science Language -- 4.4.3 Teaching Science Language -- 4.5 Discussion -- 4.6 Conclusion -- References -- 5 Building Science Teacher Disciplinary Linguistic Knowledge with SFL -- 5.1 Introduction -- 5.2 Theoretical Framework -- 5.2.1 Disciplinary Linguistic Knowledge -- 5.2.2 Systemic Functional Linguistics (SFL) -- 5.2.3 SFL and Teacher's Professional Knowledge Development -- 5.3 Methods and Context -- 5.3.1 School Context -- 5.3.2 Data Collection and Analysis -- 5.4 Findings: Four Stages in Developing Disciplinary Linguistic Knowledge -- 5.4.1 Stage 1: Learning Functional Metalanguage to "See" Classroom Discourse in New Ways -- 5.4.2 Stage 2: Applying Functional Metalanguage to Develop Conscious Knowledge of Official Literacy Practices in High-School Chemistry -- 5.4.3 Stage 3: Applying Functional Metalanguage to Develop Conscious Knowledge of Multilingual Students' Literacy Practices in Chemistry -- 5.4.4 Stage 4: Experimenting with Language-Focused Curriculum Design and Implementation for His Unique Context -- 5.5 Discussion and Reflection on DLK Development -- 5.6 Implications for Science Teacher Education and Professional Development. ; Appendix A: Excerpt from John's High-School Chemistry Textbook (Hsu et al., 2010) -- Appendix B: Multilingual Student Ly's Writing on Two Periodic Table Worksheets -- Appendix C: John's Application of DLK in the Form of a Functional Language Analysis Worksheet -- References -- 6 From Image-to-Writing: A Teacher's PCK in Supporting Primary School Students in Making Sense of the Specialised Language of Science -- 6.1 Introduction -- 6.2 Language of Science and Its Challenges -- 6.2.1 Technicality -- 6.2.2 Abstraction -- 6.2.3 Information Density -- 6.3 An Image-to-Writing Approach as a Complement to Experiential Science Activities -- 6.3.1 The Learning Stages of Image-to-Writing Approach -- 6.4 Teaching and Learning as Design -- 6.4.1 Meaning-Making Potential of Modes and P-R-C-K -- 6.5 Design of I2W Activity for "Pollination" -- 6.6 Teacher's Role in the Enactment of I2W -- 6.6.1 Mr. N's Orchestration of Modes in the Teaching of Pollination Through I2W Approach -- 6.7 Pedagogical-Representational-Content-Knowledge of Mr. N -- 6.8 Conclusion -- References -- 7 Teachers' Language-Based Knowledge to Support Students' Science Learning -- 7.1 Introduction -- 7.2 Language-Based Knowledge for Teaching Science -- 7.3 Warrants for the RCA to Student Learning -- 7.4 Principles of Representation Construction Pedagogy and Teacher's LRKCT -- 7.4.1 The Approach is Based on a Sequence of Representational Challenges in Topics -- 7.4.2 Representations Are Explicitly Analysed and Refined -- 7.4.3 Consolidation and Extension -- 7.5 Teacher Language-Based Knowledge Required to Enact This Pedagogy -- 7.5.1 Case Study One: Year 10: Atomic Structure and Electron Shells: Isotopes and Half-Lives -- 7.5.2 Teacher LRKCT -- 7.5.3 Case Study Two: Respiration in Year 11 Biology -- 7.5.4 Teacher LRKCT -- 7.6 Conclusions and Implications -- References. ; Part II Studies in Social Science and TLA -- 8 Beyond the Word Hunt: Teaching the Ways We Construe Causation in History Education -- 8.1 Introduction -- 8.2 Beyond the Word Hunt -- 8.3 SFL in the Classroom -- 8.4 Teaching Causation in US History Classes -- 8.5 Non-conjunctive Forms of Causal Cohesion -- 8.6 Cause Circumstantial Constructions -- 8.7 Causatives -- 8.8 Causal Asyndetic Construction (CACs) -- 8.9 Causal Language, Not Just Signal Words -- 8.10 Classroom Applications -- 8.11 Conclusion -- Appendix: Examples of Language Analysis for History Textbooks -- References -- 9 The Language of Historical Thinking Read-Alouds -- 9.1 The Language of Historical Thinking Read-Alouds -- 9.2 Review of the Literature -- 9.2.1 Role of Language -- 9.2.2 Historical Thinking Read-Alouds -- 9.2.3 Read-Alouds -- 9.2.4 Texts for HTRAs -- 9.2.5 HTRAs and Research Trends -- 9.3 Methods -- 9.3.1 Context -- 9.3.2 Participants -- 9.3.3 Instructional Differences Across Semesters -- 9.3.4 Data Sources -- 9.3.5 Data Analysis -- 9.3.6 Researcher Positioning -- 9.3.7 Limitations -- 9.4 Findings -- 9.4.1 Learning Language Knowledge -- 9.4.2 Demonstrating Language Knowledge -- 9.4.3 Making Mistakes -- 9.4.4 Increasing Critical Talk -- 9.5 Discussion -- 9.6 Conclusion -- References -- 10 The Underground Railroad Doesn't Run Underground: Tackling Metaphors in the Social Studies Classroom -- 10.1 Introduction -- 10.2 Literature Review -- 10.2.1 Pedagogical Language Knowledge (PLK) -- 10.2.2 The Language of Social Studies as Culturally and Linguistically Responsive -- 10.2.3 Systemic Functional Linguistics and Teacher Noticing -- 10.3 Methodology -- 10.4 Findings -- 10.4.1 Missed Linguistic Opportunities -- 10.4.2 Application to Practice -- 10.5 Implications -- References. ; 11 Thinking and Talking Like a Geographer: Teachers' Use of Dialogic Talk for Engaging Students with Multimodal Data in the Geography Classroom -- 11.1 Introduction -- 11.1.1 Disciplinary Literacy and Knowledge Construction -- 11.1.2 Dialogic Talk and Knowledge Construction -- 11.2 Research Context and Methodology -- 11.3 Findings and Implications for Pedagogy -- 11.3.1 Building Routines for Decoding Multimodal Data -- 11.3.2 Building Routines for Independent Specification of Evidence from Data -- 11.3.3 Recasting Data to Construct Geographical Explanations -- 11.3.4 Increased Engagement and Student Input -- 11.4 Conclusion -- References -- 12 Commentary: What Do We Mean by "Language"? And Other Key Questions Related to Building a Language-Related Knowledge Base for Teachers -- 12.1 What is the Primary Goal of a Language-Related Knowledge Base for Content Teaching? -- 12.1.1 Teach Teachers to Analyze Functional Grammar with Their Students -- 12.1.2 Encourage Teachers to Foster Dialogic Student Discussion -- 12.1.3 Prepare Teachers to Engage Students in Interpreting and Producing Multimodal Representations -- 12.2 What Do We Mean by "Language"? -- 12.3 What Do We Know About the Subject Areas that We Are Focusing on, and What Sources Are We Using to Understand the Nature of Language in Each Discipline? -- 12.4 Who Are Our Students, and What Are They Already Able to Do with Their Linguistic (and Other Semiotic) Resources? -- References.
• Titolo autorizzato: The role of language in content pedagogy
• ISBN: 981-19-5351-1
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910629297003321
• Lo trovi qui: Univ. Federico II
• Serie: Studies in Singapore Education: Research, Innovation and Practice