Abstract:

This paper presents a case study that investigated and compared the pedagogical strategies used by two experienced teachers with regards to language teaching in content-based instruction subjects in a secondary school in Malaysia. The respective content-based subjects are the teaching of Science in English Language and the teaching of English for Science and Technology. This study looks at both teachers’ practices and how they converge and diverge from one another. This study also explores the rationale behind the teachers’ pedagogical decision making. Examining the teachers’ actions and their retrospective reflections on them can provide invaluable insights into teachers’ underlying conceptions about teaching and learning and the tensions they experienced in teaching.

Keywords:

Teacher cognition, content-based context, BAK network.