Skip to main content
Article
Licensed
Unlicensed Requires Authentication

Negotiating language across disciplines in pre-service teacher collaboration

  • EMAIL logo and
Published/Copyright: August 19, 2017
European Journal of Applied Linguistics
From the journal European Journal of Applied Linguistics Volume 5 Issue 2

Abstract

In multilingual learning settings, in order to provide optimal learning conditions for all learners and support both disciplinary and language knowledge development, subject teachers need knowledge on and understanding of how language is used to construct meanings in their discipline and how to scaffold learning from the premise of learners’ current skills. In this article, we report a descriptive case study of two teaching interventions carried out in pre-service subject teacher practice. Student teachers of science and ethics collaborated with student teachers of Finnish language and literature to plan and implement thematic units that focused on particular disciplinary phenomena and the language and project skills needed in exploring those phenomena in a multilingual and multicultural teaching setting. Audio-recorded planning sessions and interviews of teacher students were analysed using thematic analysis and discourse analysis to identify emerging discourses reflecting their pedagogical language knowledge. The student teachers seemed to approach language mainly as bounded sets of linguistic resources, and various means for meaning-making were used to a large extent separately without strategic consideration. Spoken language in particular was unconscious, unanalysed, and considered a self-explanatory means for meaning-making.

Zusammenfassung

Um in multilingualen Lernsettings allen Lernenden optimale Lernbedingungen zu ermöglichen und sowohl die fachliche als auch sprachliche Wissensentwicklung zu unterstützen, benötigen Fachlehrkräfte einerseits Wissen und Verständnis darüber, wie Sprache verwendet wird, um Bedeutungen in ihrem Fach zu konstruieren, aber andererseits auch darüber, wie Lernen unter der Prämisse der gegenwärtigen Kompetenzen der Lernenden aufgebaut wird. In diesem Artikel berichten wir über eine deskriptive Fallstudie von zwei Unterrichtsversuchen, die in der Fachlehrerausbildung durchgeführt wurden. Lehramtsstudierende der Naturwissenschaft und Ethik arbeiteten mit Lehramtsstudierenden der finnischen Sprache und Literatur zusammen, um thematische Einheiten zu planen und umzusetzen, die sich auf bestimmte fachliche Phänomene und solche Sprach- und Projektfertigkeiten konzentrierten, die für die Erforschung dieser Phänomene im mehrsprachigen und multikulturellen Unterrichtrahmen erforderlich waren. Planungssitzungen und Interviews der Lehramtsstudierenden wurden aufgenommen und anhand thematischer Analyse und Diskursanalyse analysiert, um aufkommende Diskurse zu erkennen, die ihr pädagogisches Sprachwissen widerspiegeln. Die Lehramtsstudierenden schienen sich der Sprache hauptsächlich im beschränkten Rahmen sprachlicher Ressourcen zu nähern und die verschiedenen Mittel für die Bedeutungsbildung wurden größten Teils ohne gezielte Betrachtung getrennt verwendet. Speziell die gesprochene Sprache war ein unbewusstes, nicht analysiertes und sich selbsterklärendes Mittel für die Bedeutungsbildung.

Resumen

En entornos de aprendizaje multilingües, el proveer condiciones óptimas de aprendizaje para todos los alumnos y el apoyar tanto el desarrollo de conocimientos disciplinarios como los de lenguaje, requiere que los profesores posean conocimiento y comprensión acerca de cómo se usa el lenguaje para construir significados en su asignatura y cómo andamiar el aprendizaje partiendo de las habilidades actuales de los alumnos. Este artículo funge como reporte de un estudio descriptivo de caso de dos intervenciones pedagógicas realizadas por estudiantes de magisterio en la práctica docente. Futuros profesores de ciencias y ética colaboraron con otros de lengua finesa y literatura para planificar e implementar unidades temáticas que se enfocaron en ciertos fenómenos disciplinarios y en las habilidades lingüísticas y de elaboración de proyectos requeridas para explorar esos fenómenos en un marco multilingüe y multicultural. Las sesiones de planificación grabadas en audio y las entrevistas de los estudiantes de magisterio fueron analizadas usando el análisis temático y el análisis del discurso con la finalidad de identificar discursos emergentes que reflejaran su conocimiento del lenguaje pedagógico. Los estudiantes de magisterio parecían considerar el lenguaje principalmente como conjuntos limitados de recursos lingüísticos, y se usaban varias maneras de construcción de significados en gran medida aisladas de consideración estratégica. La lengua hablada, en particular, fue una manera inconsciente, no analizada y autoexplicativa para construir significados.

Keywords: literacy education; teacher education; disciplinary language; multilingual education; language across curriculum; content and language integrated learning
Palabras clave: educación de lectoescritura; formación docente; lenguaje disciplinar; educación multilingüe

References

Aalto, Eija & Mirja Tarnanen. 2015. Approaching pedagogical language knowledge through student teachers: assessment of second language writing. Language and Education 29(5). 400–415. DOI: 10.1080/09500782.2015.1031676 (accessed 4 November 2016).10.1080/09500782.2015.1031676Search in Google Scholar

Baker, Colin. 2011 [2001]. Foundations of bilingual education and bilingualism, 5th ed. Clevedon, UK: Multilingual Matters.10.21832/BAKER9899Search in Google Scholar

Barron, Brigid. 2003. When smart groups fail.Journal of the Learning Sciences 12(3). 307–359.10.1207/S15327809JLS1203_1Search in Google Scholar

Blackledge, Adrian, Angela Creese & Jaspreet Kaur Takhi. 2013. Beyond multilingualism: Heteroglossia in practice. In Stephen May (ed.), The Multilingual Turn: Implications for SLA, TESOL and Bilingual Education, 191–215. London/New York, Routledge.Search in Google Scholar

Braun, Virginia & Victoria Clarke. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology 3. 77–101.10.1191/1478088706qp063oaSearch in Google Scholar

Bunch, George 2013. Pedagogical Language Knowledge: Preparing Mainstream Teachers for English Learners in the New Standards Era. Review of Research in Education 37. 298–341. 10.3102/0091732X12461772Search in Google Scholar

Canagarajah, Suresh. 2011. Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review 2. 1–28.10.1515/9783110239331.1Search in Google Scholar

Canagarajah, Suresh. 2013. Translingual practice: Global Englishes and cosmopolitan relations. Abingdon, UK: Routledge.10.4324/9780203073889Search in Google Scholar

Canale, Michael & Merrill Swain. 1980. Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics 1. 1–46.10.1093/applin/I.1.1Search in Google Scholar

Chi, Michelene T. H., Nicholas De Leeuw, Mei-Hung Chiu & Christian LaVancher. 1994. Eliciting self-explanations improves understanding. Cognitive Science 18. 439–477.10.1207/s15516709cog1803_3Search in Google Scholar

Coady, Maria, Candace Harper & Ester de Jong. 2011. Preservice to practice: Mainstream elementary teacher beliefs of preparation and efficacy with English language learners in the state of Florida. Bilingual Research Journal 34. 223–239.10.1080/15235882.2011.597823Search in Google Scholar

Creese, Angela. 2005. Is this content-based language teaching? Linguistics and Education 16. 188–204.10.1016/j.linged.2006.01.007Search in Google Scholar

Creese, Angela. 2010. Content-focused classrooms and learning English: How teachers collaborate. Theory into practice 49(2). 99–105.10.1080/00405841003626494Search in Google Scholar

Creese, Angela & Adrian Blackledge. 2010. Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal 94. 103–115.10.1111/j.1540-4781.2009.00986.xSearch in Google Scholar

Creese, Angela & Adrian Blackledge. 2015. Translanguaging and identity in educational settings. Annual Review of Applied Linguistics 35. 20–35. 10.1017/S0267190514000233Search in Google Scholar

Cummins, Jim. 2001. Negotiating identities: Education for empowerment in a diverse society. 2nd ed. Los Angeles: California Association for Bilingual Education.Search in Google Scholar

Cummins, Jim. 2008 a. BICS and CALP: Empirical and Theoretical Status of the Distinction. In B. Street & Nancy Hornberger (eds.), Encyclopedia of Language and Education, 2nd edn. (Volume 2: Literacy), 71–83). New York: Springer Science + Business Media LLC. Search in Google Scholar

Cummins, Jim. 2008 b. Teaching for transfer: challenging the two solitudes assumption in bilingual education. In Jim Cummins & Nancy Hornberger (eds.), Encyclopedia of Language and Education, 2nd edn. (Volume 5: Bilingual Education), 65–75. New York: Springer.10.1007/978-0-387-30424-3_116Search in Google Scholar

Dalton-Puffer, Christiane. 2011. Content-and-Language Integrated Learning: From Practice to Principles? Annual Review of Applied Linguistics 31. 182–204.10.1017/S0267190511000092Search in Google Scholar

Dalton-Puffer, Christiane, Ute Smit & Tarja Nikula (eds.). 2010. Language use and language learning in CLIL classrooms. Amsterdam: John Benjamins.10.1075/aals.7Search in Google Scholar

Darling-Hammond, Linda & John Bransford (eds.). 2005. Preparing teachers for a changing world: what teachers should learn and be able to do. Somerset, US: Jossey-Bass. Search in Google Scholar

Dillenbourg Pierre. 1999. What do you mean by collaborative learning? In Pierre Dillenbourg (ed.), Collaborative-learning: Cognitive and computational approaches, 1–19. Oxford: Elsevier.Search in Google Scholar

de Jong, Ester, Candace Harper & Maria Coady. 2013. Enhanced knowledge and skills for elementary mainstream teachers of English language learners. Theory into Practice 52. 89–97.10.1080/00405841.2013.770326Search in Google Scholar

Faltis, Christian, Beatriz Arias & Frank Ramírez-Marín. 2010. Identifying relevant competencies for secondary teachers of English language learners. Bilingual Research Journal 33. 307–328.10.1080/15235882.2010.529350Search in Google Scholar

Gajo, Laurent. 2007. Linguistic knowledge and subject knowledge: How does bilingualism contribute to subject development? International Journal of Bilingual Education and Bilingualism 10(5). 563–581.10.2167/beb460.0Search in Google Scholar

Galguera, Tomás. 2011. Participant structures as professional learning tasks and the development of pedagogical language knowledge among pre-service teachers. Teacher Education Quarterly 38. 85–106.Search in Google Scholar

García, Ofelia. 2009. Bilingual education in the 21st century: A global perspective. Oxford, UK: Wiley-Blackwell. Search in Google Scholar

García, Ofelia & Naomi Kano. 2014. Translanguaging as process and pedagogy: Developing the English writing of Japanese students in the U. S. In Jean Conteh & Gabriela Meier (eds.). The multilingual turn in languages education: Benefits for individuals and societies, 258–277. Clevedon, UK: Multilingual Matters.10.21832/9781783092246-018Search in Google Scholar

García, Ofelia & Claire Sylvan. 2011. Pedagogies and practices in multilingual classrooms; singularities in pluralities. The Modern Language Journal 95. 385–400. 10.1111/j.1540-4781.2011.01208.xSearch in Google Scholar

García, Ofelia & Li Wei. 2014. Translanguaging: Language, bilingualism and education. Basingstoke, UK: Palgrave Macmillan. 10.1057/9781137385765_4Search in Google Scholar

Gee, James Paul & Michael Handford. 2012. Introduction. In Paul Gee & Michael Handford (eds.), The Routledge Handbook of Discourse Analysis, 1–6. London & New York: Routledge.Search in Google Scholar

Gibbons, Pauline. 2006. Bridging discourses in the ESL Classroom: Students, teachers and researchers. London: Continuum.Search in Google Scholar

Gibbons, Pauline. 2007. Mediating academic language learning through classroom discourse. In Jim Cummins & Chris Davidson (eds.), International handbook of English language teaching, 701–718. New York: Springer.10.1007/978-0-387-46301-8_46Search in Google Scholar

Gleeson, Margaret. 2010. Language AND content? How do curriculum teachers of year 12 English language learners combine two disciplines? Victoria University of Wellington dissertation. http://researcharchive.vuw.ac.nz/xmlui/bitstream/handle/10063/1637/thesis.pdf?sequence=1 (accessed 25 November 2016).Search in Google Scholar

Harju-Luukkainen, Heidi, Kari Nissinen, Sari Sulkunen, Minna Suni & Jouni Vettenranta. 2014. Avaimet osaamiseen ja tulevaisuuteen. Selvitys maahanmuuttajataustaisten nuorten osaamisesta ja siihen liittyvistä taustatekijöistä PISA 2012 -tutkimuksessa. [Keys to competence and future. A report on PISA 2012 results and related underlying factors for students with an immigrant background.] Jyväskylän yliopisto: Koulutuksen tutkimuslaitos.Search in Google Scholar

Hesse, Friedrich, Esther Care, Juergen Buder, Kai Sassenberg & Patrick Griffin. 2015. A framework for teachable collaborative problem solving skills 2015. In Patrick Griffin & Esther Care (eds.), Assessment and Teaching of 21st Century Skills, 37–56. Springer Science+Business Media Dordrecht.10.1007/978-94-017-9395-7_2Search in Google Scholar

Hietala, Risto & Najat Ouakrim-Soivio. 2015. Maahanmuuttajataustaisten oppijoiden määrä alueittain. In Tuula Pirinen (ed.), Maahanmuuttajataustaiset oppijat suomalaisessa koulutusjärjestelmässä – koulutuksen saavutettavuuden ja opiskelun aikaisen tuen arviointi, 47–51. [Learners with immigrant backgrounds within the Finnish education system – Evaluation on the access to education and the support during studies.] Helsinki: Kansallinen koulutuksen arviointikeskus.Search in Google Scholar

Hornberger, Nancy H. 2009. Multilingual Education Policy and Practice: Ten Certainties (Grounded in Indigenous Experience). Language Teaching 42(2). 197–211.10.1017/S0261444808005491Search in Google Scholar

Kravchenko, Alexander V. 2009. The experiential basis of speech and writing as different cognitive domains. Pragmatics & Cognition 17(3). 527–548. 10.1075/bct.34.03kraSearch in Google Scholar

Kress, Gunther. 1985. Linguistic processes in sociocultural practice. Oxford: Oxford University Press.Search in Google Scholar

Kuteeva, Maria & John Airey. 2014. Disciplinary differences in the use of English in higher education: reflections on recent language policy developments. Higher Education 67. 533–549. 10.1007/s10734-013-9660-6Search in Google Scholar

Kuukka, Katri, Najat Ouakrim-Soivio, Heini Paavola & Mirja Tarnanen. 2015. Kulttuurisen monimuotoisuuden edistäminen ja kehittämistarpeet. In T. Pirinen (ed.), Maahanmuuttajataustaiset oppijat suomalaisessa koulutusjärjestelmässä – koulutuksen saavutettavuuden ja opiskelun aikaisen tuen arviointi, 181–199. [Learners with immigrant backgrounds within the Finnish education system – Evaluation on the access to education and the support during studies.] Helsinki: Kansallinen koulutuksen arviointikeskus. Search in Google Scholar

Lankshear, Colin & Michele Knobel 2004. A handbook for teacher research. From design to implementation. London: Open University Press.Search in Google Scholar

Lantolf, James & Steven Thorne. 2006. Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.Search in Google Scholar

Lemke, Jay L. 1989. Making text talk. Theory into practice 28(2). 136–141.10.1080/00405848909543392Search in Google Scholar

Lemke, Jay L. 1990. Talking science: Language, learning, and values. Norwood, New Jersey: Ablex Publishing CorporationSearch in Google Scholar

Lewis, Gwyn, Bryn Jones & Colin Baker. 2012. Translanguaging: origins and development from school to street and beyond. Educational Research and Evaluation 18(7). 641–654.10.1080/13803611.2012.718488Search in Google Scholar

Lin, Lin. 2015. Exploring Collaborative Learning: Theoretical and Conceptual Perspectives. In Investigating Chinese HE EFL Classrooms. Using Collaborative Learning to Enhance Learning, 11–28. Berlin Heidelberg: Springer-Verlag. 10.1007/978-3-662-44503-7_2Search in Google Scholar

Llinares, Ana, Tom Morton & Rachel Whittaker. 2012. The roles of language in CLIL. Cambridge: Cambridge University Press.Search in Google Scholar

Love, Kristina. 2009. Literacy pedagogical content knowledge in secondary teacher education: reflecting on oral language and learning across the disciplines. Language and Education 23(6). 541–560.10.1080/09500780902822942Search in Google Scholar

Lucas, Tamara & Jaime Grinberg. 2008. Responding to the linguistic reality of mainstream classrooms. Preparing all teachers to teach English language learners. In Marilyn Cochran-Smith, Sharon Feiman-Nemser & D. John McIntyre (eds.), Handbook of Research on Teacher Education. Enduring Questions in Changing Contexts, 606–636. New York: Routledge.Search in Google Scholar

May, Stephen & John Smyth. 2007. Addressing Literacy in Secondary Schools: Introduction. Language and Education 21(5). 365–369.10.2167/le796.0Search in Google Scholar

Meyer, Oliver, Ana Halbach & Do Coyle. 2015. A Pluriliteracies Approach to Teaching for Learning. Putting a pluriliteracies approach into practice. Graz: ECML, Council of Europe. http://pluriliteracies.ecml.at/Portals/4/publications/pluriliteracies-Putting-a-pluriliteracies-approach-into-practice.pdf (accessed 25 November 2016).Search in Google Scholar

Meyer, Oliver, Do Coyle, Ana Halbach, Kevin Schuck & Teresa Ting. 2015. A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making. Language, Culture and Curriculum 28(1). 41–57. 10.1080/07908318.2014.1000924Search in Google Scholar

Moate, Josephine. 2011. The impact of foreign language mediated teaching on teachers’ sense of professional integrity in the CLIL classroom. European Journal of Teacher Education 34(3). 333–346.10.1080/02619768.2011.585023Search in Google Scholar

Mortimer, Eduardo & Phil Scott. 2003. Meaning Making in Secondary Science Classrooms. Maidenhead: Open University Press.Search in Google Scholar

National Board of Education (NBE) 2014. Koulutuksen seurantaraportit 2014:10. [Educational follow-up reports 2014:10.] Helsinki: Opetushallitus. Search in Google Scholar

Nikula, Tarja, Christiane Dalton-Puffer, Ana Llinares & Francisco Lorenzo. 2016. More than Content and Language: The Complexity of Integration in CLIL and Bilingual Education. In Tarja Nikula, Emma Dafouz, Pat Moore, and Ute Smit (eds.), Conceptualising Integration in CLIL and Multilingual Education, 1–25. Bristol: Multilingual Matters.10.21832/9781783096145-004Search in Google Scholar

O’Brien, David, Roger Stewart & Elisabeth Moje. 1995. Why content literacy is difficult to infuse into the secondary school: Complexities of curriculum, pedagogy and school culture. Reading Research Quarterly 30. 442–463.10.2307/747625Search in Google Scholar

Pettit, Stacie Kae. 2011. Teachers’ beliefs about English language learners in the mainstream classroom: A review of the literature. International Multilingual Research Journal 5(2). 123–147.10.1080/19313152.2011.594357Search in Google Scholar

Pirinen, Tuula. 2015. Maahanmuuttajataustaiset oppijat suomalaisessa koulutusjärjestelmässä – koulutuksen saavutettavuuden ja opiskelun aikaisen tuen arviointi. [Learners with immigrant backgrounds within the Finnish education system – Evaluation on the access to education and the support during studies.] Helsinki: Kansallinen koulutuksen arviointikeskus. Search in Google Scholar

Probyn, Margie. 2015. Pedagogical translanguaging: bridging discourses in South African science classrooms. Language and Education 29(3). 218–234. 10.4324/9781315229744-4Search in Google Scholar

Robinson, Penelope J. 2005. Teaching key vocabulary in geography and science classrooms: An analysis of teachers’ practice with particular reference to EAL pupils’ learning. Language and Education 19(5). 428–445.10.1080/09500780508668695Search in Google Scholar

Scarcella, Robin. 2003. Academic English: A conceptual framework (Technical report 2003–1). Santa Barbara: University of California Linguistic Minority Research Institute.Search in Google Scholar

Schleppegrell, M. J., and C. L. O’Hallaron 2011. Teaching Academic Language in L2 Secondary Settings. Annual Review of Applied Linguistics 31: 3–18. 10.1017/S0267190511000067Search in Google Scholar

Statistics Finland 2017. Migration. http://www.stat.fi/til/muutl/index_en.html (accessed 17 May 2017).Search in Google Scholar

Summers, Mark & Simone Volet. 2010. Group work does not necessarily equal collaborative learning: Evidence from observations and self-reports. European Journal of Psychology of Education 25. 473–92.10.1007/s10212-010-0026-5Search in Google Scholar

Swain, Merrill. 2006. Languaging, agency and collaboration in advanced second language proficiency. In. Heidi Byrnes (ed.), Advanced language learning: the contribution of Halliday and Vygotsky, 95–108. London: Continuum. Search in Google Scholar

Unsworth, Len. 2001. Teaching multiliteracies across the curriculum. Changing contexts of text and image in the classroom practice. Buckingham: Open University Press. Search in Google Scholar

Valdes, Guadalupe, George Bunch, Catherine Snow, Carol Lee & Lucy Matos. 2005. Enhancing the development of students’ language. In Linda Darling-Hammond and John Bransford (eds.), Preparing teachers for a changing world, 126–67. San Francisco, CA: John Wiley.Search in Google Scholar

Van den Bossche, Piet, Wim H. Gijselaers, Mien Segers & Paul A. Kirschner. 2006. Social and cognitive factors driving teamwork in collaborative learning environments: Team learning beliefs and behaviours. Small Group Research 37. 490–521.10.1177/1046496406292938Search in Google Scholar

van Lier, Leo. 2000. From input to affordance: social-interactive learning from an ecological perspective. In James P. Lantolf (ed.), Sociocultural theory and second language learning, 155–177. Oxford: Oxford University Press. Search in Google Scholar

Vygotsky, Lev. 1978. Mind in society. Cambridge: Harvard University Press. 10.2307/j.ctvjf9vz4Search in Google Scholar

Walqui, Aída. 2006. Scaffolding instruction for English language learners: A conceptual framework. International Journal of Bilingual Education and Bilingualism 9(2). 159–180.10.1080/13670050608668639Search in Google Scholar

Walqui, Aída & Leo van Lier 2010. Scaffolding the academic success of adolescent English language learners. San Francisco: WestEd.Search in Google Scholar

Zheng, Dongping & Kristi Newgarden. 2012. Rethinking language learning: virtual worlds as a catalyst for change. International Journal of Learning and Media 3(2). 13–36.10.1162/ijlm_a_00067Search in Google Scholar

Zwiers, Jeff 2006. Integrating academic language, thinking, and content: Learning scaffolds for non-native speakers in the middle grades. Journal of English for Academic Purposes 5(4). 317–332.10.1016/j.jeap.2006.08.005Search in Google Scholar

Published Online: 2017-8-19
Published in Print: 2017-9-5

© 2017 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Languages of Schooling: Explorations into Disciplinary Literacies: an Introduction
  3. Language in all subjects: the Council of Europe’s perspective
  4. Languages of schooling in European policymaking: present state and future outcomes
  5. Pluriliteracies Teaching for Learning: conceptualizing progression for deeper learning in literacies development
  6. Teachers’ perceptions on the changing role of language in the curriculum
  7. Negotiating language across disciplines in pre-service teacher collaboration
  8. Improving writing in social studies through professional development: Effects on teachers’ beliefs, classroom practice and students’ writing
  9. Learning to meet language demands in multi-step mathematical argumentations: Design research on a subject-specific genre
  10. On AILA Europe
  11. GALA: The Greek Applied Linguistics Association
  12. Research Projects for Europe
  13. Multilingual Development: A Longitudinal Perspective – Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ)
https://doi.org/10.1515/eujal-2017-0011
Keywords for this article
literacy education; teacher education; disciplinary language; multilingual education; language across curriculum; content and language integrated learning

Articles in the same Issue

  1. Frontmatter
  2. Languages of Schooling: Explorations into Disciplinary Literacies: an Introduction
  3. Language in all subjects: the Council of Europe’s perspective
  4. Languages of schooling in European policymaking: present state and future outcomes
  5. Pluriliteracies Teaching for Learning: conceptualizing progression for deeper learning in literacies development
  6. Teachers’ perceptions on the changing role of language in the curriculum
  7. Negotiating language across disciplines in pre-service teacher collaboration
  8. Improving writing in social studies through professional development: Effects on teachers’ beliefs, classroom practice and students’ writing
  9. Learning to meet language demands in multi-step mathematical argumentations: Design research on a subject-specific genre
  10. On AILA Europe
  11. GALA: The Greek Applied Linguistics Association
  12. Research Projects for Europe
  13. Multilingual Development: A Longitudinal Perspective – Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ)
Downloaded on 7.5.2026 from https://www.degruyterbrill.com/document/doi/10.1515/eujal-2017-0011/html?lang=en
Scroll to top button