Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge (PCK)

Huub Oattes; Arie Wilschut; Ron Oostdam; Ruben Fukkink; Rick de Graaff

doi:10.1016/j.tate.2022.103721

Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge (PCK)

Huub Oattes, Arie Wilschut, Ron Oostdam, Ruben Fukkink, Rick de Graaff

Research output: Contribution to journal › Article › Academic › peer-review

1 Citation (Scopus)

Abstract

Teaching history requires clear, detailed and subject specific language. History teachers teaching in a second language are confronted with students' second language limitations, which likely have an aggravating impact on their application of pedagogical content knowledge (PCK). We analysed and compared 12 Dutch spoken and 12 English spoken paired history lessons in junior grades 7 and 9. Contrary to our expectation, we found a strong similarity of the teachers’ PCK application in both grades 7 and 9, irrespective of the used language. The PCK application in both grades and languages was of average quality, while the PCK used in grade 9 was more advanced.

Original language	English
Article number	103721
Journal	Teaching and Teacher Education
Volume	115
DOIs	https://doi.org/10.1016/j.tate.2022.103721
Publication status	Published - Jul 2022

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abstract = "Teaching history requires clear, detailed and subject specific language. History teachers teaching in a second language are confronted with students' second language limitations, which likely have an aggravating impact on their application of pedagogical content knowledge (PCK). We analysed and compared 12 Dutch spoken and 12 English spoken paired history lessons in junior grades 7 and 9. Contrary to our expectation, we found a strong similarity of the teachers{\textquoteright} PCK application in both grades 7 and 9, irrespective of the used language. The PCK application in both grades and languages was of average quality, while the PCK used in grade 9 was more advanced.",

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AU - Oattes, Huub

AU - Wilschut, Arie

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AU - Fukkink, Ruben

AU - de Graaff, Rick

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N2 - Teaching history requires clear, detailed and subject specific language. History teachers teaching in a second language are confronted with students' second language limitations, which likely have an aggravating impact on their application of pedagogical content knowledge (PCK). We analysed and compared 12 Dutch spoken and 12 English spoken paired history lessons in junior grades 7 and 9. Contrary to our expectation, we found a strong similarity of the teachers’ PCK application in both grades 7 and 9, irrespective of the used language. The PCK application in both grades and languages was of average quality, while the PCK used in grade 9 was more advanced.

AB - Teaching history requires clear, detailed and subject specific language. History teachers teaching in a second language are confronted with students' second language limitations, which likely have an aggravating impact on their application of pedagogical content knowledge (PCK). We analysed and compared 12 Dutch spoken and 12 English spoken paired history lessons in junior grades 7 and 9. Contrary to our expectation, we found a strong similarity of the teachers’ PCK application in both grades 7 and 9, irrespective of the used language. The PCK application in both grades and languages was of average quality, while the PCK used in grade 9 was more advanced.

KW - Bilingual history education

KW - CLIL

KW - History teacher

KW - Junior secondary education

KW - Pedagogical content knowledge

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JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

SN - 0742-051X

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ER -

Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge (PCK)

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