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.
On this publication contributed
|Published in||Teaching and Teacher Education|
|Year and volume||115 103721|
|Key words||Junior secondary education, History teacher, Pedagogical content knowledge, Bilingual history education, CLIL|
|Digital Object Identifier||10.1016/j.tate.2022.103721|