Teacher Language Awareness Development and Its Implications for New Educators

Lindahl, Kristen

doi:10.1080/1547688x.2018.1526356

Cited by 18 publications

(11 citation statements)

References 39 publications

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“…Because language opens up possibilities of social identities and community membership for their students, more than just a subject matter, TCs’ self‐reflexivity and critical awareness about language are central to their identities and knowledge base. Resonating with the research on teacher language awareness (Lindahl, ; Lindahl & Henderson, ), CAN led Sara to understand and practice her roles as a language user, teacher, and analyzer and interpret the complex ways language functions as a medium and space for the construction, negotiation, and dissemination of ideologies (Hawkins & Norton, ; Morgan, ). Such an understanding is important in crafting practices to support language learners’ agency and identity while learning and using a new language.…”

Section: Discussionmentioning

confidence: 99%

Identities and ideologies in a language teacher candidate's autoethnography: Making meaning of storied experience

Yazan

2019

TESOL Journal

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This study examines the use of autoethnography as a teacher learning activity in a graduate-level Linguistic for Classroom Teachers course to provide teacher candidates (TCs) with a discursive and experiential space to engage in narrative identity work. Designed as a semester-long critical autoethnographic narrative (CAN), this teacher learning activity included language ideologies as a conceptual lens to guide six teacher candidates' analysis of their experiences learning, using, and teaching languages. This study focuses on one of six TCs, Sara, as an information-rich case selected with intensity sampling, and examines how she approaches and analyzes language ideologies and identity positions in her CAN. It specifically addresses the following research question: How does Sara make sense of language ideologies and identity positions as she recounts and examines the stories in her autoethnography? To answer this question, the author analyzes the following CAN components as data: four installments, one-on-one feedback sessions, discussion board posts, concept map of CAN, pair work of rubric co-construction, and CAN presentation. The findings demonstrate that in her CAN assignment, Sara discusses valorization and hierarchization in language ideologies, explores border patrolling and identity positioning in language ideologies, and destabilizes ideological binaries as she constructs her teacher identity through narrative.

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Section: Discussionmentioning

confidence: 99%

Identities and ideologies in a language teacher candidate's autoethnography: Making meaning of storied experience

Yazan

2019

TESOL Journal

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“…Prior work (e.g., Galguera, 2011; Lindahl, 2019; Love, 2009) suggests methods for enhancing TLA in elementary and secondary teachers; while additional work is needed to translate such research into faculty development in higher education, the papers in this volume illustrate several efforts to uncover language demands of specialist content areas, including the demands of argumentative writing (Pessoa, this issue) and lab report writing (Walsh‐Marr et al., this issue), as well as the ways faculty across different disciplines see themselves as it relates to language teaching (Hillman, this issue).…”

Section: Valuable Contributions From Related Areas Of Inquirymentioning

confidence: 99%

Situating Linguistically Responsive Instruction in Higher Education Contexts: Foundations for Pedagogical, Curricular, and Institutional Support

Haan

Gallagher

2021

TESOL Quarterly

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“…La CLP se refiere a la interfaz entre lo que los profesores saben o necesitan saber respecto del lenguaje y su práctica pedagógica (Andrews, 2007). La CLP se crea a partir de la combinación de tres esferas (Andrews, 2007;Lindahl, 2019), a saber:…”

Section: La Consciencia Lingüística Y La Consciencia Lingüística Del Profesorunclassified

Significados construidos por académicos sobre la enseñanza de la Lingüística para profesores en formación: un estudio de caso

Muñoz

guía

2021

LyL

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En este artículo se describen los significados construidos por académicos del área de lingüística de una universidad respecto de la enseñanza de la disciplina a futuros profesores de L1. Corresponde a un estudio de caso cualitativo que implicó una entrevista a 11 académicos que enseñan en la carrera de Pedagogía en Castellano. Los resultados indican que el discurso de los académicos se distribuye en dos polos vinculados con la enseñanza de la Lingüística: a) un saber científico válido en sí mismo y b) la formación de un sujeto activo consciente de sus prácticas discursivas. Se concluye que existe una tensión no abordada entre una visión aplicacionista de raigambre positivista versus una visión de reelaboración didáctica del contenido basada en un enfoque humanista.

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Teacher Language Awareness Development and Its Implications for New Educators

Cited by 18 publications

References 39 publications

Identities and ideologies in a language teacher candidate's autoethnography: Making meaning of storied experience

Identities and ideologies in a language teacher candidate's autoethnography: Making meaning of storied experience

Situating Linguistically Responsive Instruction in Higher Education Contexts: Foundations for Pedagogical, Curricular, and Institutional Support

Significados construidos por académicos sobre la enseñanza de la Lingüística para profesores en formación: un estudio de caso

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