ISBN:
9789811953507
Language:
English
Pages:
xii, 243 Seiten
,
Tabellen, Diagramme
,
24 cm
Series Statement:
Studies in Singapore education Volume 4
Series Statement:
Studies in Singapore education
DDC:
306.44
Keywords:
Language and education
Abstract:
Introductory chapter by editors: Mapping the Language-related Knowledge Base for Content Teaching -- Studies in Science and TLA -- Unpacking the language-related knowledge components of science teachers through the language awareness lens -- Raising Science Teachers’ Language Awareness: Teachers’ Voices from the Implementation of A Functional Literacy Approach to the Teaching of Lower Secondary Science in Singapore -- High School Science Teachers Learning to Teach Science Reading Through a Functional Focus on Language: Toward a Grounded Theory of Teacher Learning -- Building Science Teacher Disciplinary Linguistic Knowledge with SFL -- From image-to-writing: A teacher's PCK in supporting primary school students in making sense of the specialised language of science -- Teachers’ language-based knowledge to support students’ science learning -- Studies in Social Science and TLA -- Beyond the word hunt: Teaching the ways we construe causation in history education -- The Language of Historical Thinking Read-Alouds -- The underground railroad doesn’t run underground: Tackling metaphors in the social studies classroom -- Thinking and Talking like a Geographer: Teachers’ use of dialogic talk for engaging students with multimodal data in the geography classroom -- Commentary: What Do We Mean by Language? And Other Key Questions Related to Building a Language-Related Knowledge Base for Teachers.
Abstract:
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
Permalink
