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Pseudo-compliance or convergence?

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posted on 2022-10-05, 21:47 authored by Margaret GleesonMargaret Gleeson
Abstract This paper reports on a professional learning (PL) project conducted over one year at a senior secondary school in New Zealand. Subject teachers volunteered to work with one another and a facilitator to identify the linguistic demands of their subjects, adapt teaching materials, and try out teaching approaches congruent with research evidence about teaching emergent bilingual (EB) learners. This paper explores cases of subject-specific partnerships and how participants’ responses to the PL appeared to impact their existing pedagogical content knowledge (PCK). The PL sessions were facilitated through audio-recorded Zoom meetings. A thematic analysis was conducted, and the findings were analysed using an adaptation of Davison’s (2006) framework to map how participants engaged with the PL and collaborated with one another on new pedagogies. The study suggests that these teachers accommodated linguistic teaching approaches, but their adaptation to language PCK may have remained at a compliant level.

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Preferred citation

Gleeson, M. (n.d.). Pseudo-compliance or convergence? Australian Review of Applied Linguistics. https://doi.org/10.1075/aral.20103.gle

Journal title

Australian Review of Applied Linguistics

Publisher

John Benjamins Publishing Company

Publication status

Published online

Online publication date

2022-01-06

ISSN

0155-0640

eISSN

1833-7139

Language

en

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