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Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet

Standard

Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings. / Viesca, Kara Mitchell; Strom, Kathryn; Hammer, Svenja et al.
in: Review of Research in Education, Jahrgang 43, Nr. 1, 01.03.2019, S. 304-335.

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet

Harvard

Viesca, KM, Strom, K, Hammer, S, Masterson, J, Linzell, CH, Mitchell-McCollough, J & Flynn, N 2019, 'Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings', Review of Research in Education, Jg. 43, Nr. 1, S. 304-335. https://doi.org/10.3102/0091732X18820910

APA

Viesca, K. M., Strom, K., Hammer, S., Masterson, J., Linzell, C. H., Mitchell-McCollough, J., & Flynn, N. (2019). Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings. Review of Research in Education, 43(1), 304-335. https://doi.org/10.3102/0091732X18820910

Vancouver

Viesca KM, Strom K, Hammer S, Masterson J, Linzell CH, Mitchell-McCollough J et al. Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings. Review of Research in Education. 2019 Mär 1;43(1):304-335. doi: 10.3102/0091732X18820910

Bibtex

@article{7424cc4bde9247b8856541fcd41a267b,
title = "Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings",
abstract = "Utilizing a complex theory of teacher learning and practice, this chapter analyzes ~120 empirical studies of content teacher development (both preservice and in-service) for working with multilingual learners as well as research on content teaching for multilingual students. Our analysis identified three dimensions of quality content teaching for multilingual learners that are complex and intricately connected: context, orientations, and pedagogy. This chapter explores the results of our literature analysis and argues for improving content teaching for multilingual students through improved theoretically grounded research that embraces, explores, and accounts for the expansive complexities inherent in teacher learning and practice.",
keywords = "Educational science",
author = "Viesca, {Kara Mitchell} and Kathryn Strom and Svenja Hammer and Jessica Masterson and Linzell, {Cindy Hammer} and Jessica Mitchell-McCollough and Naomi Flynn",
year = "2019",
month = mar,
day = "1",
doi = "10.3102/0091732X18820910",
language = "English",
volume = "43",
pages = "304--335",
journal = "Review of Research in Education",
issn = "0091-732X",
publisher = "SAGE Publications Inc.",
number = "1",

}

RIS

TY - JOUR

T1 - Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings

AU - Viesca, Kara Mitchell

AU - Strom, Kathryn

AU - Hammer, Svenja

AU - Masterson, Jessica

AU - Linzell, Cindy Hammer

AU - Mitchell-McCollough, Jessica

AU - Flynn, Naomi

PY - 2019/3/1

Y1 - 2019/3/1

N2 - Utilizing a complex theory of teacher learning and practice, this chapter analyzes ~120 empirical studies of content teacher development (both preservice and in-service) for working with multilingual learners as well as research on content teaching for multilingual students. Our analysis identified three dimensions of quality content teaching for multilingual learners that are complex and intricately connected: context, orientations, and pedagogy. This chapter explores the results of our literature analysis and argues for improving content teaching for multilingual students through improved theoretically grounded research that embraces, explores, and accounts for the expansive complexities inherent in teacher learning and practice.

AB - Utilizing a complex theory of teacher learning and practice, this chapter analyzes ~120 empirical studies of content teacher development (both preservice and in-service) for working with multilingual learners as well as research on content teaching for multilingual students. Our analysis identified three dimensions of quality content teaching for multilingual learners that are complex and intricately connected: context, orientations, and pedagogy. This chapter explores the results of our literature analysis and argues for improving content teaching for multilingual students through improved theoretically grounded research that embraces, explores, and accounts for the expansive complexities inherent in teacher learning and practice.

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=85066402670&partnerID=8YFLogxK

U2 - 10.3102/0091732X18820910

DO - 10.3102/0091732X18820910

M3 - Journal articles

AN - SCOPUS:85066402670

VL - 43

SP - 304

EP - 335

JO - Review of Research in Education

JF - Review of Research in Education

SN - 0091-732X

IS - 1

ER -

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Paetsch, J., Hammer, S., Darsow, A. & Ehmke, T., 01.01.2019, Teaching content and language in the multilingual classroom: International research on policy, perspectives, preparation and practice. Hammer, S., Viesca, K. M. & Commins, N. L. (Hrsg.). London: Routledge Taylor & Francis Group, S. 124-142 19 S.

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