Pseudo-compliance or convergence?

Abstract This paper reports on a professional learning (PL) project conducted over one year at senior secondary school in New Zealand. Subject teachers volunteered to work with another and facilitator identify the linguistic demands of their subjects, adapt teaching materials, try out approaches congruent research evidence about emergent bilingual (EB) learners. explores cases subject-specific partnerships how participants’ responses PL appeared impact existing pedagogical content knowledge (PCK). The sessions were facilitated through audio-recorded Zoom meetings. A thematic analysis was conducted, findings analysed using an adaptation Davison’s (2006) framework map participants engaged collaborated new pedagogies. study suggests that these accommodated approaches, but language PCK may have remained compliant level.