Developing teachers’ critical language awareness: A case study of guided participation

Carpenter, Brian; Achugar, Mariana; Walter, Daniel; Earhart, Matt

doi:10.1016/j.linged.2015.03.016

Cited by 19 publications

(5 citation statements)

References 30 publications

(37 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They can share awareness of standardized and dialectal varieties with their students, explain how code-switching functions and when it is inappropriate. They can discuss which language versions give speakers privileges and which marginalize them (Carpenter et al 2015, Godley et al 2015, Shi and Rolstad 2020. Most importantly, they can motivate students to think about the role of language in their own life and in the life of their community.…”

Section: Critical Language Awareness and The Teaching Of Languagesmentioning

confidence: 99%

Teaching languages in multicultural surroundings: New tendencies

Yelenevskaya

Protassova

2021

Russian Journal of Linguistics

View full text Add to dashboard Cite

The purpose of this article is to help language teachers at all levels of education to understand in depth problems posed by linguistic superdiversity. Based on the study of scholarly literature, documents of educational bodies and the authors experience in language teaching in different countries, the article answers the question of how the teaching of world languages such as English and Russian is changing due to the recognition that their functions and status differ in various countries. We explore why, despite gradual changes in curricula, there is still pervasiveness of pedagogies attempting to achieve a perfect command of the studied languages, without considering students needs and language repertoires, the local sociolinguistic situation and labor market requirements. We focus on methods of teaching English and Russian, taking into account various aspects of language ideologies related to mono- and pluricentricity. To show the dependence of language teaching on the socio-cultural situation, we apply the concept of Critical Language Awareness covering aspects of language variation and changes in attitudes to normativity, prescriptivism and regional language varieties. We also show that innovative pedagogies put new demands on teachers requiring that they have to adjust to new teaching formats, acquire skills of using educational technologies and teaching diverse student populations. The focus of the review on teaching English and Russian proves that despite different histories of their pedagogies, the interplay of language, ethnicity, identity, culture and education systems is significant for both, and without taking all these elements into account, the goal of educating effective multilinguals is elusive.

show abstract

Section: Critical Language Awareness and The Teaching Of Languagesmentioning

confidence: 99%

Teaching languages in multicultural surroundings: New tendencies

Yelenevskaya

Protassova

2021

Russian Journal of Linguistics

View full text Add to dashboard Cite

show abstract

“…Critical Language Awareness (CLA) Arabic Pedagogy for Implementation in Learning Critical Language Awareness (CLA) centers on cultivating both operational and descriptive knowledge of linguistic practices within individuals' lived experiences. Additionally, it emphasizes the development of critical awareness regarding how these practices are in uenced by and, in turn, in uence social power dynamics and relationships (Clark et al, 1990;Carpenter et al, 2015).…”

Section: Lesson Planning At Teacher Training Colleges In Indonesia An...mentioning

confidence: 99%

Exploring Critical Language Awareness (Cla) in Arabic Pedagogy: Case Studies at Teaching Colleges in Indonesia – Malaysia

Sauri,

Maulani,

Hamzah

et al. 2023

Preprint

View full text Add to dashboard Cite

This study explores the practices of Critical Language Awareness (CLA) in Arabic language pedagogy among pre-service Arabic language teachers in teacher education institutions in Indonesia and Malaysia. This is based on the fact that both Indonesia and Malaysia have an official curriculum for Arabic at the school level. This curriculum sets learning objectives, competency standards, and learning materials that must be included in teaching Arabic. The research adopts a qualitative approach using a case study design. Data collection involves participants consisting of students and lecturers from two teacher education institutions in Indonesia and Malaysia, totalling 125 participants, with a breakdown of 100 students and 25 lecturers. Data is collected through observations, interviews, focus group discussions, and document analysis. The data analysis reveals that CLA helps students understand Arabic in a broader context, while effective pedagogy enables interactive, relevant, and diverse teaching of the Arabic language. Combining CLA and effective pedagogy helps students develop a deeper understanding, strong language skills, and higher awareness of Arabic and culture. CLA expands students' understanding of Arabic within its social, political, historical, and cultural contexts. Effective pedagogy in Arabic language learning integrates CLA with diverse, relevant teaching methods that cater to students' needs. Combining CLA and effective pedagogy helps students develop a profound understanding, strong language skills, and intercultural awareness of Arabic and culture.

show abstract

“…Regardless of the teaching and learning setting (online, hybrid, face to face), the outcomes for di programs have not changed. Students must acquire high levels of biliteracy across all the subject areas --mathematics, history, science--and to become critical users of languaging (Carpenter et al, 2015).…”

Section: Equity Through the Linguistic Dimensionmentioning

confidence: 99%

Dual Immersion Digital Instruction: A Theoretical Model for Equitable and Inclusive Classrooms

Solsona-Puig

Capdevila-Gutiérrez

Rodríguez-Valls

2021

Íkala

View full text Add to dashboard Cite

Dual immersion programs have proven effective in achieving biliteracy for all students. However, maintaining equitable practices at the core of such programs has become more challenging in remote learning due to the pandemic. It is necessary, therefore, to revise some of the benefits and challenges of digital instruction mediated by technology in these settings. Using a middle school Dual Immersion (di) program in Southern California as a background, and from the perspective of bilingual education teachers and professors, this article presents a theoretical model called Dual Immersion Digital Instruction (di2) that could serve that purpose. The model includes the five dimensions involved in just, equitable, and inclusive education: Technological, content, social, linguistic, and pedagogical. The article also analyzes the pedagogical opportunities and challenges that teachers in di programs face in regards to each of these dimensions when all instruction becomes fully online. Finally, the article discusses how the shift to online teaching in di classrooms could impact bilingual teacher education programs.

show abstract

Developing teachers’ critical language awareness: A case study of guided participation

Cited by 19 publications

References 30 publications

Teaching languages in multicultural surroundings: New tendencies

Teaching languages in multicultural surroundings: New tendencies

Exploring Critical Language Awareness (Cla) in Arabic Pedagogy: Case Studies at Teaching Colleges in Indonesia – Malaysia

Dual Immersion Digital Instruction: A Theoretical Model for Equitable and Inclusive Classrooms

Contact Info

Product

Resources

About