Raising Critical Language Awareness in a Translanguaging-Infused Teacher Education Course: Opportunities and Challenges

Autor/inn/en	Zhang-Wu, Qianqian; Tian, Zhongfeng
Titel	Raising Critical Language Awareness in a Translanguaging-Infused Teacher Education Course: Opportunities and Challenges
Quelle	In: Journal of Language, Identity, and Education, 22 (2023) 4, S.376-395 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang-Wu, Qianqian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2023.2202589
Schlagwörter	Metalinguistics; Teacher Education Programs; Code Switching (Language); Second Language Learning; Native Language; Language Usage; Translation; Academic Language; Scaffolding (Teaching Technique); Classroom Research; Graduate Students; Multilingualism; Linguistic Theory; Preservice Teachers; Language Role; English; English (Second Language); Lesson Plans; Teaching Methods; Course Descriptions + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Zweitsprachenerwerb; Sprachgebrauch; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Mehrsprachigkeit; Multilingualismus; Linguistische Theorie; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan
Abstract	In this classroom-based qualitative study, we examine how a small group of content area teacher candidates developed emerging critical language awareness (CLA) during one graduate-level translanguaging-infused teacher education course on multilingual theories and practices. The findings point out the potential of translanguaging in prompting spontaneous reflections on pre-service teachers' personal experiences with language and languaging, paving way for them to critically rethink the status of English in teaching, learning, and communication for social justice. Yet, although teacher candidates demonstrated their emerging CLA as manifested at the ideological level, they encountered difficulties enacting critical translanguaging into practice. In their lesson plans, English was largely positioned as the end goal of content-area education and translanguaging was often reduced to a translation strategy to scaffold academic language development. Based on the findings, we propose suggestions for teacher education course design and advocate for program-wide efforts in sustaining and strengthening CLA across the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01