NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ869860
Record Type: Journal
Publication Date: 2008
Pages: 14
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1918-5227
Differences in Teachers' Knowledge of Language
McIntyre, Laureen J.; Hellsten, Laurie-ann M.
Exceptionality Education International, v18 n2 p24-37 2008
Teachers need to expand their understanding of language in order to meet the diverse language and literacy needs of their students. Students may demonstrate deficits in the domains of language form (phonology, morphology, syntax), content (semantics), and use (pragmatics). However, existing studies have only investigated teachers' knowledge of language form. Therefore, this study investigated 236 preservice and inservice teachers' knowledge of language form, content, and use as well as the teacher characteristics that may influence this knowledge. Both preservice and inservice teachers were found to have low levels of language knowledge. Experienced teachers, inservice teachers, and inservice teachers taking graduate level courses at a university tended to perform better than preservice teachers with no teaching experience on all three subscales. These findings have implications for teacher training programs and for professionals providing support services to classroom teachers. (Contains 3 tables and 1 figure.)
Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A