Plurilingualism, Equity, and Pre-Service Teacher Identity: Centring [Linguistic] Diversity in Teacher Education

Autor/inn/en	Shank Lauwo, Monica; Accurso, Kathryn; Rajagopal, Harini
Titel	Plurilingualism, Equity, and Pre-Service Teacher Identity: Centring [Linguistic] Diversity in Teacher Education
Quelle	In: TESL Canada Journal, 38 (2022) 2, S.113-139 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Multilingualism; Preservice Teacher Education; Critical Theory; Action Research; Equal Education; Teacher Educators; Literacy Education; Methods Courses; Elementary School Teachers; Case Studies; Self Concept; Professional Identity; Teaching Methods; Teacher Attitudes; Practicums; Multiple Literacies; Asians; Power Structure; White Students; English (Second Language); Second Language Learning; Second Language Instruction; Native Language; Foreign Countries; Student Attitudes; Teacher Education Programs; Sino Tibetan Languages; Canada + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Lehramtsstudiengang; Lehrerausbildung; Kritische Theorie; Projektforschung; Teacher education; Education; Lehrerbildung; Methodisch-didaktische Anleitung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Practicum; Praktikum; Praktika; Asian; Asiat; Asiatin; Asiaten; Asiate; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Schülerverhalten; Kanada
Abstract	Plurilingual approaches to pre-service teacher education hold promise for critical engagement with linguistic, cultural, and racial diversity in equity-supportive ways. Employing critical action research, we as teacher educators implemented an equity-oriented plurilingual approach across three literacy methods courses for pre-service elementary teachers at one Canadian university. Using case study methods and a poststructuralist theory of identity, this paper examines implications of the equity-oriented plurilingual approach for the evolving teacher identities and beliefs about plurilingual pedagogical possibilities of two pre-service teachers: one Chinese Canadian and one White Canadian. Findings from an analysis of field notes, teacher education artefacts, and interview transcripts demonstrate that pre-service teachers' linguistic and racial backgrounds shaped their learning and identity trajectories vis-à-vis plurilingualism, and that critical personal reflection and practicum experiences were key mediators of participants' orientations towards plurilingual pedagogies. Plurilingualism, in concert with multiliteracies, supported a Chinese Canadian pre-service teacher to develop a resource orientation to her own plurilingualism and racialized identity, while challenging a White English-dominant pre-service teacher to confront power inequities and her English-speaker privilege. Implications centre on the importance of greater critical engagement with systemic issues of race and Anglonormativity and the need for more systematic integration of equity-oriented plurilingual approaches throughout teacher education programs. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01