6533b830fe1ef96bd1297192
RESEARCH PRODUCT
Approaching pedagogical language knowledge through student teachers: assessment of second language writing
Mirja TarnanenEija Aaltosubject
pedagogical language knowledgeLinguistics and LanguageSecond language writingComprehension approachmedia_common.quotation_subjectta6121Language and LinguisticsTeacher educationLiteracysecond language writingEducationLanguage assessmentPedagogyComputingMilieux_COMPUTERSANDEDUCATIONMathematics educationFinno-Ugric languagesta516MultilingualismPsychologyCurriculumteacher educationmedia_commondescription
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. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2015-04-15 | Language and Education |