With extensive numbers of English learners in public schools worldwide, content-based language instruction (CBI) is prevalent in the preparation of second language (L2) teaching professionals. This study investigated how aspects of Teacher Language Awareness (TLA) manifest as pre-service L2 teachers develop lesson plans for CBI contexts. The authors examined the interplay between three factors: the participants’ perceived utility of their teacher preparation coursework, the participants’ ability to identify language demands in a content-area text, and the types of pedagogical activities participants suggested for subsequent CBI lessons. Descriptive and qualitative data were obtained by combining a survey with a constructed lesson-planning task. Findings yielded paradoxical results pertaining to participants’ perceptions of language-focused coursework and their ability to apply TLA during CBI lesson plan development.
2017. Developing Oral Science Explanations: Secondary School ELs’ Experimentation with Intertextual Linkages. In Discourse Analytic Perspectives on STEM Education [Educational Linguistics, 32], ► pp. 157 ff.
Lindahl, Kristen & Laura Baecher
2016. Teacher language awareness in supervisory feedback cycles. ELT Journal 70:1 ► pp. 28 ff.
Lindahl, Kristen & Naomi M. Watkins
2014. What's on the “LO” Menu? Supporting Academic Language Objective Development. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 87:5 ► pp. 197 ff.
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