The Role Of Language In Content Pedagogy

This book explores the importance of language in content learning. It focuses on teachers’ roles, knowledge and understanding of language in school contexts (including academic language and disciplinary languages) to support students. It examines teachers' language-related knowledge base for content teaching, which include teachers' knowledge of and about language, knowledge of (their) students and their pedagogical knowledge. This book also explores how teachers’ knowledge of language, students and content are linked as part of a larger pedagogical content knowledge, which includes knowledge of the role of language in content learning. As well, it further considers literacy (and literacies) as part of this examination of teachers’ knowledge of language.

This book explores the importance of language in content learning. It focuses on teachers' roles, knowledge and understandings of language in school contexts (including academic language and disciplinary languages) to support students. It examines teachers' language-related knowledge base for content teaching, which include teachers' knowledge of and about language, knowledge of (their) students and their pedagogical knowledge. This book also explores how teachers' knowledge of language, students and content are linked as part of a larger pedagogical content knowledge, which includes knowledge of the role of language in content learning. As well, it further considers literacy (and literacies) as part of this examination of teachers' knowledge of language.

An overview of current issues and developments in foreign language education, designed for instructors of language, literature, and culture at any stage of their careers A contemporary guide to language teaching, this book presents the latest developments and issues in the field of applied linguistics. Written by scholars with expertise in theoretical linguistics, literary and cultural studies, and education, the book encourages readers to examine their beliefs about language teaching and to compare these perspectives with the tenets of current research-supported frameworks and approaches. It also leads instructors to make vital connections between theory and practice while linking language and content pedagogy so that they may develop innovative lesson plans, classroom activities, and course materials that align with the specific contexts in which they teach. Serving as a textbook for teaching methods courses, as well as a reference for instructors with varying levels of experience and diverse specializations, the book is applicable to all levels of instruction and provides guidelines and models that prepare instructors to teach in a rapidly evolving field.

Translation can help improve foreign language teaching and learning - this study shows how. In an increasingly globalised world and in an increasingly multilingual Europe, translation plays an important role. Significant signs of a new revival of translation in language teaching have become visible, as shown by recent literature on applied linguistics. This book contributes to this movement, embracing both a theoretical and an empirical purpose by integrating viewpoints from Applied Linguistics, Translation Studies and Second Language Acquisition. In an attempt to show how the use of translation in foreign language classes can help enhance and further improve reading, writing, speaking and listening skills, this work calls for a re-evaluation and a rehabilitation of the translation activities in the foreign language classes.

What does it mean to teach reading in the context of the middle and high school classroom? Don’t students already know how to read by the time they get to secondary school? And how can a busy teacher take time away from the packed curriculum of science, history, mathematics, or language arts to teach reading? This book presents a linguistic approach to teaching reading in different subjects; an approach that focuses on language itself. Central to this approach is a view that knowledge is constructed in and through language and that language changes with changes in knowledge. As students move from elementary to secondary schools, they encounter specialized knowledge and engage in new contexts of learning in all subjects. This means that the language of secondary school learning is quite different from the language of the elementary years. While in the elementary years the subject matter of reading materials is often close to students’ everyday life experiences, the curriculum of secondary school deals with knowledge that is removed from students’ personal lives and everyday contexts. The language that constructs this more specialized knowledge thus tends to be more abstract, technical, information-laden, and hierarchically organized than the more familiar and “friendly” language that students typically encounter during the elementary years. Students need to develop specialized literacies (literacy relevant to each content area) as well as a critical literacy they can use across subject areas to engage with, reflect on, and assess specialized and advanced knowledge. This functional language analysis approach is shown using actual secondary social studies, science, and math textbooks and using a literary text.

The contributions to the volume examine in detail diverse aspects of second language education, ranging from a focus on the basic contributions of linguistic theory and research to our understanding of second language learning and teaching on the one hand, to a series of reviews of innovative language education practices in selected regions of the world on the other.

This book brings together research from six different countries across three continents where teacher educators and policy makers are addressing the under-preparation of content teachers to work effectively with multilingual learners. By highlighting this relatively young field of research at an international level, the book advances the research-based knowledge of the field and promotes international research relationships and partnerships to better support the education of multilingual learners and their teachers. The chapters represent high-quality empirical qualitative, quantitative, and mixed methods studies about pre-service and in-service teachers. Comprising four sections, each represents a critical aspect of the equitable teaching of multilingual learners. All the research was conducted in countries that belong to OECD (Organisation for Economic Co-operation and Development) and the PISA (Programme for International Student Assessment) enabling the reader to compare contexts and outcomes. This book will be of particular interest to academics, researchers, and post-graduate students in the fields of language education, teacher education, and education for multilingual learners. It will be of great value to anyone concerned with equity and social justice for multilingual learners whose languages, cultural practices, and resources are often overlooked and/or marginalized in the schools they attend.

This book delves into the realm of effective language education programs, examining them from both macro and micro-policy-making perspectives. It unravels the distinguishing features of exemplary language programs and explores how these programs are implemented in diverse international contexts. The book comprehensively explores various facets of language education programs, encompassing well-crafted language education policies, robust curriculum and syllabus design, impactful teaching materials, effective approaches to English for specific purposes (ESP), English as a medium of instruction (EMI), content and language integrated learning (CLIL), and English as a Lingua Franca (ELF)-informed instruction. The book also delves into fruitful school/institute-university partnerships, the judicious use of technology, strategies for teacher recruitment and professional development, as well as efficient policies for learner assessment, among other topics of significance. The contributions within this book are firmly grounded in data, incorporating findings from empirical studies. The insights provided draw upon valuable data obtained from a range of diverse contexts in which effective language education programs have been implemented.