Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.

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Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

How Languages Are Learned

Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Speech Genres and Other Late Essays

Fact and fiction in language learning researching identity and language learning the world of adult immigrant language learners Eva and Mai - old heads on young shoulders mothers, migration, and language learning second language acquisition theory revisited claiming the right to speak in classrooms & communities.

Identity and language learning : gender, ethnicity and educational change

A catalogue record for this book is available from the British Library ISBN 0 521 82347 1 hardback ISBN 0 521 53032 6 paperback Contents List of tables page vii Preface to the second edition ix Preface to the first edition xii 1 Why a global language? 1 What is a global language? 3 What makes a global language? 7 Why do we need a global language? 11 What are the dangers of a global language? 14 Could anything stop a global language? 25 A critical era 27 2 Why English? The historical context 29 Origins 30 America 31 Canada 36 The Caribbean 39 Australia and New Zealand 40 South Africa 43 South Asia 46 Former colonial Africa 49 Southeast Asia and the South Pacific 54 A world view 59 v Contents

English as a global language

Principles of Language Learning and Teaching

The Reader, the Text, the Poem: The Transactional Theory of the Literary Work

In this article, Sandra McKay and Sau-Ling Wong argue for a revision of code-based and individual learner-based views of second-language learning. Their position is based on a two-year qualitative study of adolescent Chinese-immigrant students conducted in California in the early 1990s, in which the authors and their research associates followed four Mandarin-speaking students through seventh and eighth grades, periodically interviewing them and assessing their English-language development. In discussing their findings, McKay and Wong establish a contextualist perspective that foregrounds interrelations of discourse and power in the learner's social environment. The authors identify mutually interacting multiple discourses to which the students were subjected, but of which they were also subjects, and trace the students' negotiations of dynamic, sometimes contradictory, multiple identities. Adopting B. N. Peirce's concept of investment, McKay and Wong relate these discourses and identities to the students...

Multiple Discourses, Multiple Identities: Investment and Agency in Second-Language Learning among Chinese Adolescent Immigrant Students.

An accessible overview of this increasingly important field. English is the major language of international communication, and everyone wants to learn it. But which English, and how? This book questions the cultural assumptions underlying much English teaching, and suggests classroom aims and teaching methods based on the requirements of an international language.

Teaching English as an international language : rethinking goals and approaches

PART I LANGUAGE AND SOCIETY 1 Language Attitudes 2 Societal Multilingualism 3 World Englishes 4 Language Planning and Policy PART II LANGUAGE AND VARIATION 5 Regional and Social Variation 6 Pidgins and Creoles 7 Language and Gender PART III LANGUAGE AND INTERACTION 8 Ethnographic Microanalysis 9 Interactional Sociolinguistics 10 Intercultural Communication PART IV LANGUAGE AND CULTURE 11 The Ethnography of Communication 12 Speech Acts 13 Literacy and Literacies PART V LANGUAGE AND EDUCATION 14 Language and Education

Sandra Lee McKay

Papers

Principles of Language Learning and Teaching

The Reader, the Text, the Poem: The Transactional Theory of the Literary Work

Multiple Discourses, Multiple Identities: Investment and Agency in Second-Language Learning among Chinese Adolescent Immigrant Students.

Teaching English as an international language : rethinking goals and approaches

Sociolinguistics and language teaching