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This study analyzes a professional development intervention for preservice teachers that integrates language-acquisition strategies and academic content. The intervention is based on the Guided Language Acquisition Design (Project GLAD) and an elementary school’s science curriculum (FOSS), which included elements of effective professional development: active learning, models of effective practice, a focus on content, job-embeddedness, and reflection.
The Teaching English to Speakers of Other Languages (TESOL) and Bilingual Education-certified preservice teachers found that scaffolding context-reduced and cognitively-demanding lessons were foundational for content and language learning. Helping to plan lessons, creating lesson materials, and implementing them with third-grade dual-language students were key to the preservice teachers’ pedagogical content knowledge of integrating language and content. This study illustrates how situated learning experiences are beneficial for preservice teachers to orchestrate effective integration of language and content instruction for students in dual-language classrooms.
