Apprenticing Students and Teachers into Historical Content, Language, and Thinking Through Genre Pedagogy

  • Laura Schall-Leckrone
  • Debra Barron


This chapter presents a case study of the key role apprenticeship played in teacher learning when a teacher educator, teacher, and student teacher used genre pedagogy with ninth-grade world history students. Drawing from observations, interviews, and document analysis, the chapter demonstrates how history teachers can be apprenticed into teaching disciplinary literacy skills within a classroom setting. Mentoring promoted teacher learning during collaborative work designing and teaching instructional units that integrated historical content, language, and thinking skills. As a result, bilingual learners’ comprehension and production of historical explanations improved. We conclude student teachers, teachers, and teacher educators should work together across traditional institutional boundaries to improve learning opportunities for bilingual youth in history classes and study their efforts.


Genre Pedagogy History Teacher Traditional Institutional Boundaries Historical Explanation Bilingual Learners (BLs) 
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Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Laura Schall-Leckrone
    • 1
  • Debra Barron
    • 2
  1. 1.Lesley UniversityCambridgeUSA
  2. 2.BostonUSA

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