ABSTRACT
This chapter reports on a teaching intervention at the interface of linguistics, language education, and teaching practice that aims to reduce the structural and conceptual fragmentation of university teacher education programs. We have developed this teaching intervention to address the need for the reduction of knowledge fragmentation to achieve greater curricular coherence between the disciplines involved in university teacher education by crossing disciplinary boundaries, thus enabling students to perceive subject content knowledge as linked to and relevant for pedagogical reasoning and teaching practice. We first discuss how this intervention responds to pre-service teachers' questions about the relevance of discipline-specific subject content knowledge for their teaching career and the perceived disconnection of that knowledge from teaching practice. We then illustrate three ways in which the teaching intervention helps teacher students to perceive linguistic content knowledge as linked to and relevant for pedagogical content knowledge, pedagogical reasoning, and teaching practice. Finally, it will be argued that the specific needs and issues that the teaching intervention addresses are to a large extent relevant for other pluricentric languages that are taught as school subjects in secondary education.
