Calling for a Humanizing Turn in Language Teacher Education: Problematizing Content and Language Instruction

IF 3 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Tesol Quarterly Pub Date : 2024-04-18 DOI:10.1002/tesq.3319
Megan Madigan Peercy, Francis John Troyan, Daisy E. Fredricks, Melanie Hardy‐Skeberdis
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Abstract

Twenty‐five years ago, Freeman and Johnson positioned language teacher education (LTE) and practice as a socially learned and sociohistorically situated activity. Although this shift substantially broadened and contextualized our understanding of educator learning and practice, further substantive work is needed in LTE to offer an equitable experience for multilingual students, through more attention to the practices that teachers and teacher educators can leverage to support humanizing pedagogies. To date, humanizing pedagogies that are oriented toward advocacy and social justice have not been deeply woven into the pedagogical content knowledge expected of ESOL teachers of multilingual students. One area that is rich for further development is how we address content and language instruction in ESOL teacher preparation and practice, arguably considered the bedrock of their content knowledge. Drawing upon the call to offer opportunities for teachers to foster humanizing approaches to teaching and learning by connecting “ways of being” with “ways of doing” (Ladson‐Billings, 2008), in this conceptual paper, we question current tenets of preparing teachers to engage in content and language instruction, and argue that we need to find ways of preparing teachers for content and language instruction that support their enactment of humanizing pedagogy.
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呼唤语文教师教育的人性化转向:将内容和语言教学问题化
二十五年前,弗里曼和约翰逊将语言教师教育(LTE)和实践定位为一种社会学习和社会历史情境活动。尽管这一转变极大地拓宽了我们对教育者学习和实践的理解,并使之与时俱进,但仍需在语言教师教育方面开展进一步的实质性工作,通过更多关注教师和教师教育者可以利用的实践来支持人性化教学法,从而为多语种学生提供公平的体验。迄今为止,以宣传和社会正义为导向的人性化教学法还没有深入到多语种学生 ESOL 教师所应掌握的教学内容知识中。需要进一步发展的一个领域是,我们如何在 ESOL 教师的准备和实践中处理内容和语言教学,这可以说是他们内容知识的基石。Ladson-Billings, 2008),在这篇概念性论文中,我们对当前教师准备从事内容和语言教学的信条提出质疑,并认为我们需要找到教师准备从事内容和语言教学的方法,以支持他们实施人性化教学法。
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来源期刊
Tesol Quarterly
Tesol Quarterly Multiple-
CiteScore
6.40
自引率
6.20%
发文量
84
期刊介绍: TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.
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