Preparing Linguistically Responsive Teachers through Experiential Foreign Language Tasks: A Phenomenological Study

Autor/in	Turgut Dost, Güliz
Titel	Preparing Linguistically Responsive Teachers through Experiential Foreign Language Tasks: A Phenomenological Study
Quelle	In: Cogent Education, 3 (2016) 1, Artikel 1169614 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2016.1169614
Schlagwörter	Phenomenology; Best Practices; Culturally Relevant Education; Preservice Teachers; Student Diversity; Immigration; Cultural Awareness; Second Language Learning; Teaching Experience; English Language Learners; English (Second Language); Consciousness Raising; Educational Experience; Student Attitudes; Teacher Education Programs; Teacher Educators; Bilingualism; Empathy; Experiential Learning; Learning Theories; Academic Achievement + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Cultural identity; Kulturelle Identität; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Bewusstseinsbildung; Bildungserfahrung; Schülerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bilingualismus; Empathie; Experiental learning; Erfahrungsorientiertes Lernen; Learning theory; Lerntheorie; Schulleistung
Abstract	Importance of culturally and linguistically responsive teaching escalates as globalization and immigration increase the student diversity in classrooms. Although culturally responsive teaching has been studied in detail, the literature on linguistically responsive teaching is largely theoretical, with limited research-based practices. This article reports a phenomenological study of four prospective teachers' experiences with four foreign language tasks. The purpose of the study was to propose and examine a research-based practice to raise awareness about preparing linguistically responsive teachers in teacher education programs. Data were collected through written participant reflections and analyzed using phenomenological analysis. Findings reveal that the tasks assisted participants to become aware of the linguistic, cognitive, and emotional hard work encountered while learning a new language. Participants also reported being empathetic toward English language learners. Implications for teacher education programs and teacher educators are presented. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01