Effective Professional Development for Teachers to Foster Students’ Academic Language Proficiency Across the Curriculum: A Systematic Review

This review summarizes features of professional development programs that aim to prepare in-service teachers to improve students’ academic language proficiency when teaching subject areas. The 38 studies reviewed suggest that all of the profiled interventions were effective to some extent. The progr...

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Bibliographic Details
Published inAERA open Vol. 5; no. 1
Main Authors Kalinowski, Eva, Gronostaj, Anna, Vock, Miriam
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.01.2019
Sage Publications Ltd
SAGE Publishing
Subjects
Academic Language
Faculty Development
Inservice Teacher Education
Instructional Materials
Language Proficiency
Language Skills
Native Language
Professional development
Program Effectiveness
Teacher Characteristics
Teacher education
Teachers
language
in-service teacher training
professional development
cross-curriculum
content areas
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Summary:This review summarizes features of professional development programs that aim to prepare in-service teachers to improve students’ academic language proficiency when teaching subject areas. The 38 studies reviewed suggest that all of the profiled interventions were effective to some extent. The programs share many characteristics considered important in successful teacher professional development across different subject areas. They also include some features that appear to be specific to teacher training in this particular domain. This review supports the idea that professional development helps change teachers’ thinking and practice and benefits students, if certain features are taken into consideration in its design and implementation.
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ISSN:2332-8584
2332-8584
DOI:10.1177/2332858419828691