Department of Teaching, Learning and Teacher Education


Date of this Version



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

DOI: 10.3102/0091732X18820910


Copyright © 2019 AERA. Published by SAGE Publications. Used by permission.


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.