Challenging Monolingual Ways of Looking at Multilingualism: Insights for Curriculum Development in Teacher Preparation

Autor/inn/en	Barros, Sandro; Domke, Lisa M.; Symons, Carrie; Ponzio, Christina
Titel	Challenging Monolingual Ways of Looking at Multilingualism: Insights for Curriculum Development in Teacher Preparation
Quelle	In: Journal of Language, Identity, and Education, 20 (2021) 4, S.239-254 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barros, Sandro) ORCID (Domke, Lisa M.) ORCID (Symons, Carrie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1753196
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Teacher Education Programs; Code Switching (Language); Linguistic Theory; Teaching Methods; Multilingualism; Epistemology; Methods Courses; Student Attitudes; Preservice Teachers; Teacher Education Curriculum; Curriculum Development; Language Usage; Native Language; Monolingualism; Practicums + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Linguistische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Erkenntnistheorie; Methodisch-didaktische Anleitung; Schülerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sprachgebrauch; Practicum; Praktikum; Praktika
Abstract	In the past decade, researchers have argued for translanguaging as an instructional approach that radically re-conceptualizes educators' views on multilingualism as an asset. Teacher education programs play a pivotal role in preparing teachers who enact this vision. Research on teachers' receptivity to translanguaging's epistemological (re)orientation towards mainstreaming multilingualism, however, remains scarce. To redress this gap, this study investigated mainstream preservice teachers' uptake of translanguaging theories while taking an online ESOL methods course required for TESOL certification. Through the analysis of interview data and participants' written reflections and coursework, we explored preservice teachers' beliefs and the evolution of their views on language learning, language, linguistic diversity, and translanguaging over the course of one semester. Findings highlight the challenges and potential benefits of including translanguaging theories in mainstream and TESOL teacher preparation programs' curricula. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01