Developing 'Bridging' Semiotic and Pedagogic Knowledge for Pre-Service Subject Area Teachers in the 'New Mainstream'

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dc.catalogadorgjm
dc.contributor.authorHumphrey, Sally
dc.contributor.authorVidal Lizama, Margarita
dc.date.accessioned2023-01-26T13:17:23Z
dc.date.available2023-01-26T13:17:23Z
dc.date.issued2020
dc.date.updated2023-01-12T01:00:30Z
dc.description.abstractThis chapter reports on ongoing research that has focused on supporting pre-service and practicing mainstream subject-area teachers to develop disciplinary semiotic and pedagogic knowledge. It aims to provide a principled rationale for the design and application of curriculum literacy units for secondary teachers, with a focus on fostering a more equitable engagement of the EL's students and other linguistically and socio-economically diverse learners. The chapter presents recent developments in the understanding of semiotic knowledge in secondary content-areas and relevant pedagogic principles for its teaching and learning. Principles related to the why, the what, and the how of teaching and learning are discussed and exemplified through teaching cycles applied in the context of a curriculum literacy unit, integrating both knowledge about language and pedagogy and a range of critical perspectives that are key in contemporary reflexive pedagogies.
dc.description.funderautores
dc.fechaingreso.objetodigital2023-01-26
dc.fuente.origenSIPA
dc.identifier.doi10.4018/978-1-7998-3448-9.ch016
dc.identifier.isbn978-1799834489
dc.identifier.urihttps://www.igi-global.com/chapter/developing-bridging-semiotic-and-pedagogic-knowledge-for-pre-service-subject-area-teachers-in-the-new-mainstream/255833
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/66428
dc.information.autorucFacultad de letras; Vidal Lizama, Margarita; 0000-0002-2161-8956; 133761
dc.language.isoen
dc.nota.accesoContenido parcial
dc.publisherIGI Global
dc.relation.ispartofHandbook of Research on Advancing Language Equity Practices With Immigrant Communities, Hershey, PA : IGI Global, 2020, 433 páginas.
dc.rightsacceso restringido
dc.subjectDiverse learners
dc.subject'Bridging' frameworks
dc.subjectDisciplinary semiotic knowledge (DSK)
dc.subjectTeaching and Learning Cycle (TLC)
dc.subjectSystemic Functional Linguistics (LSF)
dc.subjectKnowledge genres
dc.subjectCurriculum genres
dc.titleDeveloping 'Bridging' Semiotic and Pedagogic Knowledge for Pre-Service Subject Area Teachers in the 'New Mainstream'
dc.typecapítulo de libro
sipa.codpersvinculados133761
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