Novice teachers’ use of pedagogical language knowledge to humanize language and literacy development

Abstract

This study examined how novice teachers of English for speakers of other languages (ESOL) apply their pedagogical language knowledge (PLK). The authors frame PLK as an essential contributor to teachers’ ability to support multilingual students’ language and literacy development, which in turn contributes to the enactment of humanizing pedagogies, because language and literacy skills enable engagement with meaningful content and full participation in schooling and society. Data sources include lesson observations and interviews with 11 ESOL teachers over the course of 3 years. Participants were observed drawing on their PLK to offer humanizing support for the language and literacy development of multilingual students through the following instructional practices: responding to common developmental language needs; promoting vocabulary development; prioritizing receptive and productive skills at the word, sentence, and discourse levels; and using students’ home language knowledge as a resource. The researchers share data that reveals how participants’ PLK informed their use of these instructional practices. These concrete examples offer a deeper understanding of how all teachers could develop and apply PLK to inform their enactment of humanizing pedagogies with multilingual students.

Centering Equity for Multilingual Learners in Preservice Teachers’ Technological Pedagogical Content Knowledge (TPACK)

“…Both Lynn and Taylor demonstrated their technological pedagogical knowledge specifically for multilingual learners as they applied aspects of humanizing pedagogies and linguistically responsive teaching. They implemented elements of choice that centered multilingual learners' interests, including varied opportunities to communicate and leverage audio and visuals (Kidwell et al, 2021).…”

Pedagogical Language Knowledge im Sachunterricht – Professionalisierung der angehenden Lehrpersonen im Fokus

“…Die drei Ausprägungen des dimensionsübergreifenden Professionswissens zeigten die Tiefe der Vernetzung von der transformierenden Form über die exemplifizierende Form bis hin zur additiven Vernetzung, wobei die transformierende Form der Vernetzung und der mit transformierenden Elementen angereicherte exemplizierende Modus besonders hervorgehoben wurden. Eine Längsschnittstudie aus dem englischsprachigen Raum untersuchte Lehrpersonen über drei Jahre hinweg, wie diese das PLK im Unterricht mit dem Ziel der Sprach-und Literaturförderung verwendeten (Kidwell et al 2021). In ihrer Definition von PLK heben die Forschenden den Aspekt der Mehrsprachigkeit hervor: "PLK equips teachers to help multilingual students develop proficiency in content-specific language, demonstrate expertise through multiple modalities, and engage more deeply with content by using their language and literacy skills" (Kidwell et al 2021…”

“…Eine Längsschnittstudie aus dem englischsprachigen Raum untersuchte Lehrpersonen über drei Jahre hinweg, wie diese das PLK im Unterricht mit dem Ziel der Sprach-und Literaturförderung verwendeten (Kidwell et al 2021). In ihrer Definition von PLK heben die Forschenden den Aspekt der Mehrsprachigkeit hervor: "PLK equips teachers to help multilingual students develop proficiency in content-specific language, demonstrate expertise through multiple modalities, and engage more deeply with content by using their language and literacy skills" (Kidwell et al 2021…”

Museum‐based pedagogy in an adult language immersion course

“…Such observations offer a glimpse into how students feel and make sense of their emotions while experiencing a social space. To some extent, this extract manifests the potential of museums for humanizing pedagogies capable of engaging students with meaningful content as they participate in both schools and the wider society (Kidwell et al, 2021).…”