The DOI matches its Crossref record; 38 of the 38 references it cites were found in a registry or an index.
Novice teachers’ use of pedagogical language knowledge to humanize language and literacy development
Abstract
This study examined how novice teachers of English for speakers of other languages (ESOL) apply their pedagogical language knowledge (PLK). The authors frame PLK as an essential contributor to teachers’ ability to support multilingual students’ language and literacy development, which in turn contributes to the enactment of humanizing pedagogies, because language and literacy skills enable engagement with meaningful content and full participation in schooling and society. Data sources include lesson observations and interviews with 11 ESOL teachers over the course of 3 years. Participants were observed drawing on their PLK to offer humanizing support for the language and literacy development of multilingual students through the following instructional practices: responding to common developmental language needs; promoting vocabulary development; prioritizing receptive and productive skills at the word, sentence, and discourse levels; and using students’ home language knowledge as a resource. The researchers share data that reveals how participants’ PLK informed their use of these instructional practices. These concrete examples offer a deeper understanding of how all teachers could develop and apply PLK to inform their enactment of humanizing pedagogies with multilingual students.
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“They can then refocus instruction to incorporate students' background knowledge and prior experiences, intentionally positioning students as active participants in the process of designing curriculum (Bartolomé, 1994; Huerta, 2011; Kidwell et al., 2021; Zisselsberger, 2016).”
From Exploring Students’ World: Leveraging Funds of Knowledge Through Virtual Community Explorations (2024) · cites this paper as Kidwell et al., 2021
Citations
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Research works printed but not linked: 4
- Kinloch V., 2015, Critically conscious teaching and instructional leadership as projects in humanization, University of Ottawa Education Review, 4, 29
- National Center for Education Statistics, 2018, Local education agency universe survey, 2000–01 through 2016–17
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Cited by
Sorted by citations
Peercy, M. M., Tigert, J. M., Fredricks, D. E., Kidwell, T., Feagin, K., Hall, W., Himmel, J., & DeStefano, M. (2022) · Teaching and Teacher Education · doi:10.1016/j.tate.2022.103653 · Cited by 39
Self-citationDurham, C. (2024) · Journal of Teacher Education · doi:10.1177/00224871231223460 · Cited by 19
Pratt, K. L., Emerson, A. M., Caires‐Hurley, J., & Dantas-Whitney, M. (2024) · TESOL Journal · doi:10.1002/tesj.880 · Cited by 6
Language and Words: How Vocabulary Teaching Indexes Teacher Histories and Beliefs about Language
Ardell, L. (2021) · TESOL Quarterly (Print) · doi:10.1002/tesq.3069 · Cited by 4
Gándara, Y. L., & Pahl, K. H. (2024) · Language and Education · doi:10.1080/09500782.2024.2311144 · Cited by 4
Metadata
- Authors
- Kidwell, T., Peercy, M. M., Tigert, J., & Fredricks, D.
- Affiliations
- American University (US)
- University of Maryland, College Park (US)
- University of Massachusetts Lowell (US)
- Grand Valley State University (US)
- Corresponding author
- Kidwell, Tabitha
- Venue
- TESOL Journal
- Publisher
- Wiley
- Published
- 2021-03-18
- Volume
- 12
- Issue
- 3
- ISSN
- 1056-7941 (ISSN-L)
- 1949-3533
- OpenAlex
- W3138728400
- Cited by
- 15
- References
- 38
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 7 · 2023: 2 · 2022: 3 · 2021: 1
- FWCI
- 12.84
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- TESOL Journal (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Linguistics and Language › Second Language Learning and Teaching
- Keywords
- novice teachers, humanizing pedagogy, multilingual learners, ESOL, language and literacy development, vocabulary development, receptive and productive language skills, instructional practices, teacher knowledge
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