Principled practice: Secondary teachers collaborate to bring a language focus to their content teaching

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Abstract

This article explores how two pairs of secondary content teachers drew on their knowledge of language and second-language acquisition to plan and implement a language-focused lesson sequence in their subject areas. The mathematics and social studies teachers were surprised at the extent to which this language-focused approach engaged their students and developed their cognitive academic language ability in the respective topics.

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Gray, S. (2011). Principled practice: Secondary teachers collaborate to bring a language focus to their content teaching. Set: Research Information for Teachers, 3, 39–46. https://doi.org/10.18296/set.0413
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