Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings
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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, Vol. 43, No. 1, 01.03.2019, p. 304-335.Research output: Journal contributions › Journal articles › Research › peer-review
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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 -