Teacher language awareness in supervisory feedback cycles

Lindahl, Kristen; Baecher, Laura

doi:10.1093/elt/ccv047

Cited by 25 publications

(17 citation statements)

References 12 publications

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“…TLA is generally defined as “a label applied to research and teacher development activities that focuses on the interface between what teachers know, or need to know about language and their pedagogical practice” (Andrews & Svalberg, 2017, p. 220). TLA is often cited as a key influence of educators’ ability to recognize the language demands of disciplinary content areas, and in turn provide appropriate instructional scaffolding for the learners in their classroom via three intersecting awareness domains as Users, Analysts, and Teachers of language (Lindahl & Baecher, 2015). While in some cases language awareness has been operationalized in terms of an individual’s declarative knowledge of grammatical structures and pragmatics (Andrews, 2007), recent attention to language awareness in content‐based contexts calls for inclusion of intercultural communication (He & Lin, 2018) and sociolinguistic aspects of language and language varieties relative to language use, analysis, and pedagogy (Lindahl, 2020).…”

Section: Review Of the Literaturementioning

confidence: 99%

Linguistically Responsive Instruction for Latinx Teacher Candidates: Surfacing Language Ideological Dilemmas

2021

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This qualitative study explored Linguistically Responsive Instruction (LRI) for linguistically diverse Latinx preservice Teacher Candidates (TCs) at a tertiary institution in the southwest region of the United States. To provide an example of preparing TCs to engage in LRI by helping them reflect upon ideological orientations, we operationalized LRI as a series of three reflective tasks-language portraits, ideology trees, and utterance analysis-designed to pose linguistic ideological dilemmas (LIDs) for participants. Findings from multimodal thematic analysis suggest that during the study, engaging in LRI afforded teacher candidates space to explore tensions surrounding broader ideologies in circulation (ideological infrastructures), as well as personal ideological orientations towards themselves, their future learners, and society. These tensions generated dilemmas that caused participants to engage in language and ethnicity gatekeeping in ways that revealed the impact of institutionalized ideological stances toward linguistically and ethnically diverse speakers. Implications include (1) potential ways for faculty and students interested in LRI implementation to interrogate sociopolitical dimensions of language use across disciplines, (2) better understanding of whether and what type of ideological clarity may emerge from LRI in tertiary classrooms, and (3) how LRI might contribute to the disruption of less nuanced approaches to serving linguistically diverse learners in higher education.

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Section: Review Of the Literaturementioning

confidence: 99%

Linguistically Responsive Instruction for Latinx Teacher Candidates: Surfacing Language Ideological Dilemmas

2021

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“…This lack of support and feeling of being an outsider was exhibited in two different ways. First, data coded from interviews across two separate studies with thirteen university supervisors (3 of which were graduate students) showed that the supervisors felt as if they were not well-prepared to understand and provide feedback regarding the content that was being taught by the teacher candidates (Lindahl, & Baecher, 2016;Borko, & Mayfield, 1995). Chesley and Jordan (2012) found that this lack of content knowledge on behalf of the university supervisor has been confirmed by a cohort of thirty new teachers with 6 months to two years of experience who reflected back on their student teaching experience.…”

Section: The University Supervisor's Rolementioning

confidence: 99%

Emphasis of University Supervisor Feedback to Teacher Candidates

Vertemara

Flushman

2017

J Stud Res

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The purpose of this study is to analyze the emphasis of the feedback that university supervisors give to teacher candidates. Specifically, we seek to understand the relation of praise versus area of growth and how the emphasis relates to the focus of feedback. Data included coded observation reports from eight university supervisors. The three main findings were: praise feedback had a significantly higher amount than area of growth feedback, feedback emphasized certain skills over others, and a significant portion of feedback was neutral in nature. These findings have implications for teacher preparation and the process for providing written feedback to teacher candidates. They include thoughtful consideration of the nature of constructive and comprehensive feedback in teacher preparation and the importance of candidates receiving a variety of feedback across the pedagogical skills necessary to be an effective teacher.

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“…TLA is variably termed disciplinary linguistic knowledge (Turkan, De Oliveira, Lee, & Phelps, 2014), literacy pedagogical content knowledge (Love, 2009), pedagogical language knowledge (Bunch, 2013;Galguera, 2011) and linguistic knowledge for teaching (Reeves, 2009). Taken collectively, experts in the field have conceptualized it as consisting of not only proficiency in the language, but also of the abilities to analyze the language of the discipline and enhance students' understanding and use of these disciplinary linguistic patterns through one's teaching (Andrews, 2003;Lindahl, 2019;Lindahl & Baecher, 2016;Love, 2009;Reeves, 2009;Turkan et al, 2014;Wright & Bolitho, 1993).…”

Section: Teacher Language Awarenessmentioning

confidence: 99%