Megan Madigan Peercy, Francis John Troyan, Daisy E. Fredricks, Melanie Hardy‐Skeberdis
{"title":"Calling for a Humanizing Turn in Language Teacher Education: Problematizing Content and Language Instruction","authors":"Megan Madigan Peercy, Francis John Troyan, Daisy E. Fredricks, Melanie Hardy‐Skeberdis","doi":"10.1002/tesq.3319","DOIUrl":null,"url":null,"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.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"38 1","pages":""},"PeriodicalIF":3.0000,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Tesol Quarterly","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1002/tesq.3319","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
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.
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.