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

Research output: Journal contributions › Journal articles › Research › peer-review

Authors

  • 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
Volume43
Issue number1
Pages (from-to)304-335
Number of pages32
ISSN0091-732X
DOIs
Publication statusPublished - 01.03.2019

Other publications by the same author(s)

Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries

Viesca, K. M., Teemant, A., Alisaari, J., Ennser-Kananen, J., Flynn, N., Hammer, S., Perumal, R. & Routarinne, S., 01.05.2022, In: Teaching and Teacher Education. 113, 103649.

Research output: Journal contributions › Journal articles › Research › peer-review

Multilingualism in teacher education in Germany: Differences in approaching linguistic diversity in three federal states

Berkel-Otto, L., Hansen, A., Hammer, S., Lemmrich, S., Schroedler, T. & Uribe, Á., 30.04.2021, Preparing Teachers to Work with Multilingual Learners. Wernicke, M., Hammer, S., Hansen, A. & Schroedler, T. (eds.). Bristol: Multilingual Matters , p. 82-103 22 p. (Bilingual education & bilingualism; vol. 130).

Research output: Contributions to collected editions/works › Chapter › peer-review

Prädiktoren des Kompetenzzuwachses im Bereich Deutsch als Zweitsprache bei Lehramtsstudierenden

Paetsch, J., Darsow, A., Wagner, F. S., Hammer, S. & Ehmke, T., 08.03.2019, In: Unterrichtswissenschaft: Zeitschrift für Lernforschung. 47, 1, p. 51–77 27 p., 1.

Research output: Journal contributions › Journal articles › Research › peer-review

Preservice teachers’ competency development and opportunities to learn in teaching multilingual learners in Germany

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. (eds.). London: Routledge Taylor & Francis Group, p. 124-142 19 p.

Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research

Teaching content and language in the multilingual classroom: International research on policy, perspectives, preparation and practice

Hammer, S. (Editor), Viesca, K. M. (Editor) & Commins, N. L. (Editor), 01.01.2019, London: Taylor and Francis Inc. 201 p.

Research output: Books and anthologies › Collected editions and anthologies › Research

DOI

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