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

IF 1.5 2区 文学 0 LANGUAGE & LINGUISTICS Language Awareness Pub Date : 2021-11-15 DOI:10.1080/09658416.2021.2002881
Leah Shepard‐Carey, Anuradha Gopalakrishnan
{"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}
引用次数: 7

摘要

在英语教师教育中,我们必须为未来的教育工作者提供机会,让他们批判性地参与围绕英语全球化、新殖民主义和标准化语言概念(如“母语人士”熟练程度)的主题。批判性语言意识教学法是一种促进学生对语言和权力关系意识的教学方法,被认为是探索这些主题的有效途径。然而,这种教学活动在语言教师教育背景下缺乏实例。在本研究中,我们利用CLA和对话的框架来探索以语言、种族和权力为主题的讨论活动的潜力。未来的英语教育工作者在课程和机构中参与与CLA主题相关的讨论,并提交对他们的讨论和活动本身的反思。对反思的定性分析表明,与来自不同课程部门或机构的合作伙伴的讨论促进了:(a)对身份的反思,(b)识别、批评和质疑语言意识形态和实践,以及(c)将CLA应用于教学环境。因此,本研究对语言意识和语言教师教育的研究具有启示意义,并进一步强调了跨课程和机构有意讨论与CLA相关的机会的潜力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
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.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Language Awareness
Language Awareness Multiple-
CiteScore
3.70
自引率
10.00%
发文量
18
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.
期刊最新文献
Affordances in the international service-learning context for Spanish learners Content knowledge for language teaching: dialectical materialist stance on developing teacher language awareness Accommodating beginner language learners in level-based language introduction Developing an MLA-test for young learners – insights from measurement theory and language testing Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1