Modeling Plurilithic Orientations to English with Pre-Service Teachers: An Exploratory International Study

Autor/inn/en	Hall, Christopher J.; Gruber, Alice; Qian, Yuan
Titel	Modeling Plurilithic Orientations to English with Pre-Service Teachers: An Exploratory International Study
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 57 (2023) 4, S.1167-1196 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hall, Christopher J.) ORCID (Gruber, Alice)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3181
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Preservice Teachers; Teacher Education Programs; Native Speakers; Language Attitudes; Student Attitudes; Video Technology; Role Models; Student Needs; Student Diversity; Beginning Teachers; Cross Cultural Studies; Foreign Countries; Language Variation; Teacher Attitudes; China; Germany + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Muttersprachler; Sprachverhalten; Schülerverhalten; Identifikationsfigur; Junior teacher; Junglehrer; Cultural comparison; Kulturvergleich; Ausland; Sprachenvielfalt; Lehrerverhalten; Deutschland
Abstract	A major challenge for Teaching English to Speakers of Other Languages (TESOL) professionals is how to address the learning needs of diverse learners for whom a monolithic, native-normed version of English is no longer always useful or appropriate. Research in Global Englishes (GE) has noted many teachers' resistance to the adoption of a more "plurilithic" orientation. This study explores whether monolithic beliefs can be effectively challenged using practitioner role models. Video clips featuring early-career English teachers from Germany and China modeling a plurilithic orientation were played to pre-service teachers with the same L1 ("near peers") or different L1s ("more distant peers"). Before viewing, participants responded to a questionnaire assessing their beliefs about English. Immediately following viewing, open-ended reactions to the video content were collected. One month later, participants answered the questionnaire again to measure potential changes in belief. After a further 5 months, a small group of participants were interviewed to explore impacts in greater depth. Data indicate that viewing the role models was a positive experience for most participants and was associated with significant increases in plurilithic orientation for near peers, with evidence of enduring impact for some. We interpret these results as support for the use of near peer video modeling as part of efforts to promote ontological clarity about GE in teacher education. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01