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Developing content teachers' language awareness through practitioner-researcher inquiry into student writing
Citation
Seah, L. H., Tan, A. L., & Adams, J. (2022). Developing content teachers' language awareness through practitioner-researcher inquiry into student writing. Teaching and Teacher Education, 119, Article 103858. https://doi.org/10.1016/j.tate.2022.103858
Abstract
This study describes an inquiry approach involving a practitioner-researcher partnership and examines its impact on teachers' capacities to conduct explicit instruction of disciplinary literacy. The partnership comprised iterative cycles of sessions that engaged content teachers in exploring their students’ language challenges using student writing as the stimulus of inquiry. Data from the inquiry sessions and lessons provided evidence of the impact of the inquiry on the teachers. The impact includes self-reported changes in their language sensitivity, beliefs and assessment practices as well as observable changes in their classroom instruction. The relationship between the impact and teacher language awareness are discussed.
Date Issued
2022
Journal
Teaching and Teacher Education
DOI
10.1016/j.tate.2022.103858
Project
OER 16/16 SLH
Funding Agency
Ministry of Education, Singapore