Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings

Authors

Kara Viesca, University of Nebraska - LincolnFollow
Kathryn Strom, California State University, East BayFollow
Svenja Hammer, Leuphana University LüneburgFollow
Jessica E. Masterson, University of Nebraska - LincolnFollow
Cindy H. Linzell, University of Nebraska-LincolnFollow
Jessica Mitchell-McCollough, University of Nebraska-LincolnFollow
Naomi Flynn, University of ReadingFollow

Date of this Version

2019

Citation

Published in Review of Research in Education 43 (March 2019), pp 304–335.

DOI: 10.3102/0091732X18820910

Comments

Copyright © 2019 AERA. http://rre.aera.net Published by SAGE Publications. Used by permission.

Abstract

Utilizing a complex theory of teacher learning and practice, this chapter analyzes ~120 empirical studies of content teacher development (both preservice and in-service) for working with multilingual learners as well as research on content teaching for multilingual students. Our analysis identified three dimensions of quality content teaching for multilingual learners that are complex and intricately connected: context, orientations, and pedagogy. This chapter explores the results of our literature analysis and argues for improving content teaching for multilingual students through improved theoretically grounded research that embraces, explores, and accounts for the expansive complexities inherent in teacher learning and practice.