Literacy Pedagogical Content Knowledge in Secondary Teacher Education: Reflecting on Oral Language and Learning across the Disciplines.

Love, Kristina

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Title: Literacy Pedagogical Content Knowledge in Secondary Teacher Education: Reflecting on Oral Language and Learning across the Disciplines

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Title:	Literacy Pedagogical Content Knowledge in Secondary Teacher Education: Reflecting on Oral Language and Learning across the Disciplines
Authors:	Love, Kristina
Descriptors:	Teacher Education Programs; Written Language; Oral Language; Language Role; Secondary School Teachers; Literacy; Pedagogical Content Knowledge; Teaching Methods; Preservice Teachers; Student Attitudes; High Schools; Academic Discourse; Metalinguistics; Foreign Countries; Graduate Study; Discourse Analysis; Scaffolding (Teaching Technique)
Source:	Language and Education, v23 n6 p541-560 Nov 2009
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2009-11-00
Pages:	20
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	In this paper I argue that an understanding of the role of language and literacy in learning disciplinary content should be a key component of the pedagogical content knowledge covered in the preparation of high school teachers. I identify three components of this "literacy pedagogical content knowledge" (LPCK): knowledge about how spoken and written language can be best structured for effective learning; recognition that subject areas have their own characteristic language forms and hence entail distinctive literacy practices; and capacity to design learning and teaching strategies that account for subject-specific literacies and language practices. I outline how this concept of LPCK has been incorporated into a teacher education program, focusing on prospective teachers' reflections of how spoken language in their high school classrooms contributes to the more literate forms of reasoning valued in various subjects. (Contains 1 figure.)
Abstractor:	As Provided
Reference Count:	32

Note:	N/A
Identifiers:	Australia
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0950-0782
Audiences:	Teachers
Languages:	English
Education Level:	High Schools
Direct Link:	http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/09500780902822942

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