TY - JOUR
T1 - Inside the teachers’ toolbox
T2 - How experienced primary school teachers are equipped to teach vocabulary and word knowledge
AU - Cullen, Katharyn
AU - Townsin, Louise
N1 - Publisher Copyright:
© 2024, Duzce University, Faculty of Education. All rights reserved.
PY - 2024/9
Y1 - 2024/9
N2 - This article explores primary school teachers’ views and practices in literacy instruction to support students’ word knowledge development. This study provides insights into how primary school teachers with a deep interest in literacy understand and apply the literacy strategies they employ in their classrooms, and how previous professional development has influenced and contributes to their practice. Drawing from semi-structured interviews with six expert teachers, as well as classroom observations, the results highlight rich metalinguistic learning journeys. Themes generated from the data include: use of a range of tools and strategies to support students’ linguistic understanding brought about by impactful professional development experiences; use of a range of assessment techniques to drive instruction; and a supportive mentoring culture for teachers’ development of word knowledge. The findings suggest that experienced teachers recognise that English language learning can be a complex process, especially when it comes to the written form. Therefore, it was evident that the interrelationship of phonology, orthography, morphology and etymology played a crucial role in teaching for understanding of the language and its structure. This article highlights the importance of four linguistic elements and their role on learning English in the primary classroom, particularly in the context of spelling, writing and reading development.
AB - This article explores primary school teachers’ views and practices in literacy instruction to support students’ word knowledge development. This study provides insights into how primary school teachers with a deep interest in literacy understand and apply the literacy strategies they employ in their classrooms, and how previous professional development has influenced and contributes to their practice. Drawing from semi-structured interviews with six expert teachers, as well as classroom observations, the results highlight rich metalinguistic learning journeys. Themes generated from the data include: use of a range of tools and strategies to support students’ linguistic understanding brought about by impactful professional development experiences; use of a range of assessment techniques to drive instruction; and a supportive mentoring culture for teachers’ development of word knowledge. The findings suggest that experienced teachers recognise that English language learning can be a complex process, especially when it comes to the written form. Therefore, it was evident that the interrelationship of phonology, orthography, morphology and etymology played a crucial role in teaching for understanding of the language and its structure. This article highlights the importance of four linguistic elements and their role on learning English in the primary classroom, particularly in the context of spelling, writing and reading development.
KW - Etymology
KW - Morphology
KW - Orthography
KW - Phonology
KW - Word knowledge
KW - Word study
UR - http://www.scopus.com/inward/record.url?scp=85201529966&partnerID=8YFLogxK
U2 - 10.33902/JPR.202428465
DO - 10.33902/JPR.202428465
M3 - Article
AN - SCOPUS:85201529966
SN - 2602-3717
VL - 8
SP - 279
EP - 300
JO - Journal of Pedagogical Research
JF - Journal of Pedagogical Research
IS - 3
ER -