Approaching pedagogical language knowledge through student teachers: assessment of second language writing
Abstract
The article examines student teachers' pedagogical language knowledge. The analysis is based on data from an applied task in which Finnish student teachers (n = 221) of 16 school subjects assessed second language (SL) learners' writing skills. First, we briefly discuss subject teachers' role in language and literacy teaching in the multilingual and multicultural classroom. Our findings indicate that the student teachers use a range of criteria but focus mainly on word-level assessment when assessing writing samples, and that their assessment orientation varies from technical to analytical. Finally, we discuss the challenges of developing teacher education to promote pedagogical language knowledge across the curriculum.
Main Authors
Format
Articles
Research article
Published
2015
Series
Subjects
Publication in research information system
Publisher
Routledge
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-201910164470Käytä tätä linkitykseen.
Review status
Peer reviewed
ISSN
0950-0782
DOI
https://doi.org/10.1080/09500782.2015.1031676
Language
English
Published in
Language and Education
Citation
- Aalto, E., & Tarnanen, M. (2015). Approaching pedagogical language knowledge through student teachers: assessment of second language writing. Language and Education, 29(5), 400-415. https://doi.org/10.1080/09500782.2015.1031676
License
Copyright© 2015 Taylor & Francis