Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24551
Title: 
Authors: 
Keywords: 
Disciplinary literacy
Practitioner-researcher inquiry
Student writing
Teacher language awareness
Issue Date: 
2022
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
Journal: 
Teaching and Teacher Education
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.
URI: 
ISSN: 
0742-051X
DOI: 
Project number: 
OER 16/16 SLH
Funding Agency: 
Ministry of Education, Singapore
File Permission: 
Embargo_20241201
File Availability: 
With file
Appears in Collections:Journal Articles

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