Social Practices in Higher Education - A Knowledge Framework Approach to Linguistic Research and Teaching - Tammy Slater

Social Practices in Higher Education - A Knowledge Framework Approach to Linguistic Research and Teaching - Tammy Slater

The Knowledge Framework for Building Teacher Awareness of Language in Content Instruction

Social Practices in Higher Education - A Knowledge Framework Approach to Linguistic Research and Teaching - Tammy Slater

Jesse Gleason [+-]
Southern Connecticut State University
Jesse Gleason, PhD, is an associate professor of applied linguistics and Spanish at Southern Connecticut State University. Her teaching and research interests include bilingualism/biliteracy development and technology-mediated instruction. She has presented her research internationally in Australia, Belgium, Brazil, Canada, Chile, Germany and the U.S. as well as published research in a number of refereed journals, such as CALICO, System, and Language, Culture and Curriculum.
Elena Schmitt [+-]
Southern Connecticut State University
Elena Schmitt is a Professor of Applied Linguistics and TESOL in the Department of World Languages and Literatures at Southern Connecticut State University in New Haven, CT. She received a Ph.D in Linguistics from the University of South Carolina. Elena’s research interest include first language attrition, heritage language studies, bilingualism, and language teacher training. Her recent publications appeared in the International Journal of Bilingualism, Bilingualism: Language and Cognition, and Linguistic Encyclopedia of Slavic Languages.

Description

Learners’ understanding of content develops alongside their ability to use language. Graduate programs in TESOL prepare teachers to work with language and content so that they may effectively help their students. This study examines the role of a participant observation and functional discourse analysis project for teacher education in ESOL. In-service teachers (N=19) received training with Mohan’s Knowledge Framework, a linguistics-based tool for language-content integration, and completed four ethnographic observations in K-12 and adult classrooms, transcribing, analyzing, and reflecting on the discourse they had collected. Results revealed patterns of classroom discourse across content areas and grades, including patterns of knowledge structures for building knowledge of the classroom activity, of the content matter, as well as for developing interpersonal language. Major themes are discussed and implications are drawn for using the KF in conjunction with classroom observation for ESOL teacher training.

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Citation

Gleason, Jesse; Schmitt, Elena. The Knowledge Framework for Building Teacher Awareness of Language in Content Instruction. Social Practices in Higher Education - A Knowledge Framework Approach to Linguistic Research and Teaching. Equinox eBooks Publishing, United Kingdom. p. 334-359 Nov 2023. ISBN 9781781797402. https://www.equinoxpub.com/home/view-chapter/?id=35550. Date accessed: 28 Mar 2024 doi: 10.1558/equinox.35550. Nov 2023

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