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

Research output: Journal contributionsJournal articlesResearchpeer-review


  • Kara Mitchell Viesca
  • Kathryn Strom
  • Svenja Hammer
  • Jessica Masterson
  • Cindy Hammer Linzell
  • Jessica Mitchell-McCollough
  • Naomi Flynn

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.

Original languageEnglish
JournalReview of Research in Education
Issue number1
Pages (from-to)304-335
Number of pages32
Publication statusPublished - 01.03.2019