Utilizing a complex theory of teacher learning and practice, this chapter analyzes ~120 empirical studies of content teacher development (both preservice and in-service) for working with multilingual learners as well as research on content teaching for multilingual students. Our analysis identified three dimensions of quality content teaching for multilingual learners that are complex and intricately connected: context, orientations, and pedagogy. This chapter explores the results of our literature analysis and argues for improving content teaching for multilingual students through improved theoretically grounded research that embraces, explores, and accounts for the expansive complexities inherent in teacher learning and practice.

中文翻译：

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通过非线性理论理解为多语言学习者开发复杂的内容教学图

本章利用复杂的教师学习和实践理论，分析了约 120 项针对多语言学习者的内容教师发展（职前和在职）的实证研究，以及针对多语言学生的内容教学研究。我们的分析确定了复杂且错综复杂的多语言学习者的优质内容教学的三个维度：上下文、方向和教学法。本章探讨了我们的文献分析结果，并主张通过改进的理论基础研究来改进多语种学生的内容教学，这些研究包含、探索和解释教师学习和实践中固有的广泛复杂性。