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dc.contributor.authorAalto, Eija
dc.contributor.authorTarnanen, Mirja
dc.date.accessioned2019-10-16T06:43:22Z
dc.date.available2019-10-16T06:43:22Z
dc.date.issued2015
dc.identifier.citationAalto, E., & Tarnanen, M. (2015). Approaching pedagogical language knowledge through student teachers: assessment of second language writing. <i>Language and Education</i>, <i>29</i>(5), 400-415. <a href="https://doi.org/10.1080/09500782.2015.1031676" target="_blank">https://doi.org/10.1080/09500782.2015.1031676</a>
dc.identifier.otherCONVID_24676974
dc.identifier.otherTUTKAID_65973
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/65891
dc.description.abstractThe 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.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesLanguage and Education
dc.rightsIn Copyright
dc.subject.otherpedagogical language knowledge
dc.subject.othersecond language writing
dc.subject.otherteacher education
dc.titleApproaching pedagogical language knowledge through student teachers: assessment of second language writing
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201910164470
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineSuomen kieli ja kirjallisuusfi
dc.contributor.oppiaineFinnish Language and Literatureen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-10-16T06:15:23Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange400-415
dc.relation.issn0950-0782
dc.relation.numberinseries5
dc.relation.volume29
dc.type.versionacceptedVersion
dc.rights.copyright© 2015 Taylor & Francis
dc.rights.accesslevelopenAccessfi
dc.format.contentfulltext
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1080/09500782.2015.1031676


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