Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers' application of pedagogical content knowledge (PCK)

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. (c) 2022 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

Automated summary

The study analyzed and compared the application of pedagogical content knowledge (PCK) in Dutch and English spoken history lessons for junior grades 7 and 9. Contrary to expectations, there was a strong similarity in PCK application between the two grades and languages, with average quality and more advanced PCK observed in grade 9.