Content Knowledge In Language Teaching

Content Knowledge It will be hard to teach content if teachers do not know it themselves. While content teachers will be prepared in their own disciplines, it may be particularly challenging for teachers trained as language specialists who may have forgotten, or even may not have learned, the content to be taught. Some language teachers are uncomfortable teaching content in fields they may have struggled with themselves, such as mathematics. Content Pedagogy;

There are identifiable strategies that make content instruction more effective. Some content specialists have had no training in pedagogy, particularly at the postsecondary Level. Because learning content in a new language can pose difficulties for students, it is essential that teachers have a repertoire of strategies at their disposal to give students multiple opportunities to access content in meaningful, comprehensible ways. Language specialists, in particular, will need opportunities to become skilled in content-appropriate instructional strategies if they are to teach or use content appropriately. For example, while few secondary school art teachers would deem it appropriate to lecture students as slides of famous works of art paraded on the screen, some language teachers have used this

The diversity of approaches reflects the purposes and rationales for using an L2 to learn content, and for using content to learn an L2. The relative priorities given to content, language or both, influence a number of decisions that program and course designers will make: who will teach and what teachers will need to know; whether students and teachers will be held accountable for the learning of content or