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The Role of Language in Content Pedagogy

A Framework for Teachers’ Knowledge

  • Book
  • © 2022

Overview

Editors:
  1. Lay Hoon Seah

    1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

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  2. Rita Elaine Silver

    1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

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    You can also search for this editor in PubMed   Google Scholar

  3. Mark Charles Baildon

    1. United Arab Emirates University, Al Ain, United Arab Emirates

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  • Provides a framework for the role of language in developing content understanding
  • Showcases insights into teachers’ knowledge base in language use in education
  • Explores pedagogical implications in the use of language in content subject teaching

Part of the book series: Studies in Singapore Education: Research, Innovation & Practice (SSERIP, volume 4)

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Table of contents (12 chapters)

  1. Front Matter

    Pages i-xii
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  2. Introduction to the Volume: Mapping the Language-Related Knowledge Base for Content Teaching

    • Lay Hoon Seah, Rita Elaine Silver, Mark Charles Baildon
    Pages 1-19

  3. Studies in Science and TLA

    1. Front Matter

      Pages 21-21
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    2. Unpacking the Language-Related Knowledge Components of Science Teachers Through the Language Awareness Lens

      • Lay Hoon Seah, Rita Elaine Silver
      Pages 23-44

    3. Raising Science Teachers’ Language Awareness: A Functional Literacy Approach to Teaching Science

      • Jonathon Adams, Fei Victor Lim
      Pages 45-60

    4. High School Science Teachers Learning to Teach Science Reading Through a Functional Focus on Language: Toward a Grounded Theory of Teacher Learning

      • Jennifer Drake Patrick, Zhihui Fang
      Pages 61-85

    5. Building Science Teacher Disciplinary Linguistic Knowledge with SFL

      • Kathryn Accurso, John Levasseur
      Pages 87-114

    6. From Image-to-Writing: A Teacher's PCK in Supporting Primary School Students in Making Sense of the Specialised Language of Science

      • Jennifer Yeo, Kim Chwee Daniel Tan
      Pages 115-136

    7. Teachers’ Language-Based Knowledge to Support Students’ Science Learning

      • Vaughan Prain
      Pages 137-155

  4. Studies in Social Science and TLA

    1. Front Matter

      Pages 157-157
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    2. Beyond the Word Hunt: Teaching the Ways We Construe Causation in History Education

      • Jason C. Fitzgerald
      Pages 159-172

    3. The Language of Historical Thinking Read-Alouds

      • Melissa Wrenn, Julie Stanley
      Pages 173-195

    4. The Underground Railroad Doesn’t Run Underground: Tackling Metaphors in the Social Studies Classroom

      • Lillian Ardell, Paul J. Yoder
      Pages 197-212

    5. Thinking and Talking Like a Geographer: Teachers’ Use of Dialogic Talk for Engaging Students with Multimodal Data in the Geography Classroom

      • Tricia Seow, Caroline Ho, Yunqing Lin
      Pages 213-229

    6. Commentary: What Do We Mean by “Language”? And Other Key Questions Related to Building a Language-Related Knowledge Base for Teachers

      • George C. Bunch
      Pages 231-243
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Keywords

About this book

This book explores the importance of language in content learning. It focuses on teachers’ roles, knowledge and understanding of language in school contexts (including academic language and disciplinary languages) to support students. It examines teachers' language-related knowledge base for content teaching, which include teachers' knowledge of and about language, knowledge of (their) students and their pedagogical knowledge. This book also explores how teachers’ knowledge of language, students and content are linked as part of a larger pedagogical content knowledge, which includes knowledge of the role of language in content learning. As well, it further considers literacy (and literacies) as part of this examination of teachers’ knowledge of language.

Editors and Affiliations

  • National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Lay Hoon Seah, Rita Elaine Silver

  • United Arab Emirates University, Al Ain, United Arab Emirates

    Mark Charles Baildon

About the editors

Lay Hoon Seah is a Senior Research Scientist with the Office of Education Research, National Institute of Education, Singapore. As a former secondary science teacher, she encountered first-hand how her students struggled with the use of language in science. Her research interests encompass teacher professional learning, classroom discourse analysis and disciplinary literacy, particularly in the context of science education. Currently serving as the managing editor of Asia Pacific Journal of Education, she has published in Science Education, Computers & Education, International Journal of Science Education, Research in Science Education, International Journal of Science and Mathematics Education and School Science Review. 

Rita Elaine Silver is an Associate Professor in English Language and Literature and Associate Dean for Research Design & Integrity at the National Institute of Education, Nanyang Technological University. She has published in International Journal of Science Education, Journal of Teacher Education, International Journal of Multilingualism, International Journal of the Sociology of Language, Language Policy and AERA Open, among others. Her research interests include teacher professional learning, language and literacy development, classroom discourse, language policy, research management and research ethics, and open science in educational linguistics. She is editor of Language & Education (Taylor & Francis). She serves on the editorial boards for Educational Linguistics, Journal of Immersion and Content-Based Language Education, Language Policy and the editorial review boards for TESL-EJ and TESOL Journal. 

Mark Baildon is an Associate Professor in Foundations of Education at the United Arab Emirates University. His research and teaching interests focus on ways to support social studies inquiry practices, global citizenshipeducation and 21st century literacies to address global issues.  He has published in the Cambridge Journal of Education, Curriculum Inquiry, Education Policy Analysis Archives, Cognition & Instruction, Journal of Adolescent & Adult Literacy, Teaching and Teacher Education, and Compare. He has published three books: Social Studies as New Literacies in a Global Society: Relational Cosmopolitanism in the Classroom (with James Damico; Routledge, 2011), Controversial History Education in Asian Contexts (co-editor; Routledge, 2013), and Research on Global Citizenship in Asia: Conception, Perceptions, and Practice (with Theresa Alviar-Martin, Information Age Publishing, 2021). He serves on the editorial boards of Theory & Research in Social Education and the Asia-Pacific Journal of Education.

Bibliographic Information

  • Book Title: The Role of Language in Content Pedagogy

  • Book Subtitle: A Framework for Teachers’ Knowledge

  • Editors: Lay Hoon Seah, Rita Elaine Silver, Mark Charles Baildon

  • Series Title: Studies in Singapore Education: Research, Innovation & Practice

  • DOI: https://doi.org/10.1007/978-981-19-5351-4

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022

  • Hardcover ISBN: 978-981-19-5350-7Published: 02 November 2022

  • Softcover ISBN: 978-981-19-5353-8Published: 03 November 2023

  • eBook ISBN: 978-981-19-5351-4Published: 01 November 2022

  • Series ISSN: 2730-9762

  • Series E-ISSN: 2730-9770

  • Edition Number: 1

  • Number of Pages: XII, 243

  • Number of Illustrations: 7 b/w illustrations, 13 illustrations in colour

  • Topics: Teaching and Teacher Education, Applied Linguistics, Education, general

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