Teachers developing linguistic knowledge through analysis and reflection to support multilingual learners

We examined 25 teachers’ weekly linguistic analysis reports (N = 175) from a graduate linguistics course. They analysed language data from their daily lives using terminology across seven linguistic branches (phonetics, phonology, morphology, semantics, syntax, pragmatics, and sociolinguistics) and described their reflections and plans for classroom application. We then identified and quantified the sources of linguistic data they chose from everyday life, the teaching techniques they intend to use to integrate linguistic knowledge into instructional plans, and the pedagogical goals guiding those applications. We also qualitatively analysed their final reflection papers to triangulate our findings and gather their thoughts after completing a series of linguistic analyses. Our findings revealed that although multimedia was the most frequently used source for linguistic analysis, teachers’ selections varied depending on the linguistic branch being explored. They most often planned explicit instruction or analytical activities to help learners identify target language features, develop awareness of linguistic and cultural differences, and recognise the value of linguistic knowledge. This study highlights how linguistics course activities that involve analysing real-world language data and reflecting on those analyses can engage teachers in developing their linguistic knowledge and awareness for teaching multilingual learners and supporting their professional growth.