{"title":"培养跨机构和课程的未来英语教育工作者的批判性语言意识","authors":"Leah Shepard‐Carey, Anuradha Gopalakrishnan","doi":"10.1080/09658416.2021.2002881","DOIUrl":null,"url":null,"abstract":"Abstract In English language teacher education, we must offer opportunities for future educators to critically engage with topics surrounding the globalization of English, neocolonialism, and standardized notions of language, such as ‘native speaker’ proficiency. Critical language awareness (CLA) pedagogies, pedagogical approaches that facilitate students’ awareness of language and power relations, have been posited as effective avenues to explore such topics. Yet, there is a dearth of examples of such pedagogical activities in language teacher education contexts. In this study, we draw on frameworks of CLA and dialogue to explore the potential of a discussion activity focused on topics of language, race, and power. Future English language educators across course sections and institutions engaged in discussions related to CLA topics and submitted reflections on their discussion and the activity itself. Qualitative analysis of the reflections demonstrated that discussions with a partner from a different course section or institution facilitated: (a) reflexivity on identity, (b) identifying, critiquing, and questioning language ideologies and practices, and (c) applying CLA to teaching contexts. As such, this study has implications for research in language awareness and language teacher education and furthermore highlights the potential of intentional discussion opportunities related to CLA across courses and institutions.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"114 - 131"},"PeriodicalIF":1.5000,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"7","resultStr":"{\"title\":\"Developing critical language awareness in future English language educators across institutions and courses\",\"authors\":\"Leah Shepard‐Carey, Anuradha Gopalakrishnan\",\"doi\":\"10.1080/09658416.2021.2002881\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract In English language teacher education, we must offer opportunities for future educators to critically engage with topics surrounding the globalization of English, neocolonialism, and standardized notions of language, such as ‘native speaker’ proficiency. Critical language awareness (CLA) pedagogies, pedagogical approaches that facilitate students’ awareness of language and power relations, have been posited as effective avenues to explore such topics. Yet, there is a dearth of examples of such pedagogical activities in language teacher education contexts. In this study, we draw on frameworks of CLA and dialogue to explore the potential of a discussion activity focused on topics of language, race, and power. Future English language educators across course sections and institutions engaged in discussions related to CLA topics and submitted reflections on their discussion and the activity itself. Qualitative analysis of the reflections demonstrated that discussions with a partner from a different course section or institution facilitated: (a) reflexivity on identity, (b) identifying, critiquing, and questioning language ideologies and practices, and (c) applying CLA to teaching contexts. As such, this study has implications for research in language awareness and language teacher education and furthermore highlights the potential of intentional discussion opportunities related to CLA across courses and institutions.\",\"PeriodicalId\":46683,\"journal\":{\"name\":\"Language Awareness\",\"volume\":\"32 1\",\"pages\":\"114 - 131\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2021-11-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"7\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Awareness\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1080/09658416.2021.2002881\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"LANGUAGE & LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Awareness","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1080/09658416.2021.2002881","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
Developing critical language awareness in future English language educators across institutions and courses
Abstract In English language teacher education, we must offer opportunities for future educators to critically engage with topics surrounding the globalization of English, neocolonialism, and standardized notions of language, such as ‘native speaker’ proficiency. Critical language awareness (CLA) pedagogies, pedagogical approaches that facilitate students’ awareness of language and power relations, have been posited as effective avenues to explore such topics. Yet, there is a dearth of examples of such pedagogical activities in language teacher education contexts. In this study, we draw on frameworks of CLA and dialogue to explore the potential of a discussion activity focused on topics of language, race, and power. Future English language educators across course sections and institutions engaged in discussions related to CLA topics and submitted reflections on their discussion and the activity itself. Qualitative analysis of the reflections demonstrated that discussions with a partner from a different course section or institution facilitated: (a) reflexivity on identity, (b) identifying, critiquing, and questioning language ideologies and practices, and (c) applying CLA to teaching contexts. As such, this study has implications for research in language awareness and language teacher education and furthermore highlights the potential of intentional discussion opportunities related to CLA across courses and institutions.
期刊介绍:
Language Awareness encourages and disseminates work which explores the following: the role of explicit knowledge about language in the process of language learning; the role that such explicit knowledge about language plays in language teaching and how such knowledge can best be mediated by teachers; the role of explicit knowledge about language in language use: e.g. sensitivity to bias in language, manipulative aspects of language, literary use of language. It is also a goal of Language Awareness to encourage the establishment of bridges between the language sciences and other disciplines within or outside educational contexts.