Language, learning, and teacher professionalism: An investigation of specialized language use among pupils, teachers, and student teachers

This article discusses how language use affects reasoning and learning in educational settings. Interactions among (1) pupils in upper secondary school, (2) teachers in upper secondary school, and (3) student teachers studying to become secondary teachers were analyzed. While previous studies have examined language use among pupils, teachers, and student teachers, respectively, little research has combined these perspectives. As such, this study provides additional insight into the educational discourse. Drawing on sociocultural, dialogical perspectives on learning, the authors of this article found that the inclusion of specialized language promotes learning and enhances professional awareness. These findings hold implications for teacher education and teacher professional development.