Professional development on fostering students’ academic language proficiency across the curriculum—A meta-analysis of its impact on teachers’ cognition and teaching practices

• Published in: Teaching and teacher education 2020-02, Vol.88, p.102971, Article 102971
• Main Authors: Kalinowski, Eva, Egert, Franziska, Gronostaj, Anna, Vock, Miriam
• Format: Article
• Language: English
• Subjects: Content areas; Cross-curriculum; In-service teacher training; Language; Professional development
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2019.102971

This meta-analysis aggregates effects from 10 studies evaluating professional development interventions aimed at qualifying in-service teachers to support their students in mastering academic language skills while teaching their respective subject areas. The analysis of a subset of studies revealed a small non-significant weighted training effect on teachers’ cognition (g’ = 0.21, SE = 0.14). An effect aggregation including all studies (with 650 teachers) revealed a medium to large weighted overall effect on teachers’ classroom practices (g’ = 0.71, SE = 0.16). Methodological variables moderated the effect magnitude. Nevertheless, the results suggest professional development is beneficial for improving teachers’ practice. •Focuses teacher training on promoting academic language support in content areas.•Effects of 11 training interventions for in-service teachers are aggregated.•Meta-analyses reveal effects on teachers’ cognition und teachers’ practices.•Methodological quality of studies moderates the effect magnitude.