Educating Pre-Service Teachers about World Englishes: Instructional Activities and Teachers' Perceptions

Autor/inn/en	Eslami, Zohreh; Moody, Stephanie; Pashmforoosh, Roya
Titel	Educating Pre-Service Teachers about World Englishes: Instructional Activities and Teachers' Perceptions
Quelle	In: TESL-EJ, 22 (2019) 4, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Preservice Teachers; Teaching Methods; Language Variation; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Education Programs; Undergraduate Students; Course Descriptions; Metalinguistics; Language Teachers; Cultural Awareness; Learning Activities; Instructional Effectiveness; Student Attitudes; Experiential Learning; Student Needs; Student Diversity; Multilingualism; Attitude Change; Language Attitudes; Language Usage; Standard Spoken Usage; Error Analysis (Language) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Sprachenvielfalt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Kursstrukturplan; Metalanguage; Metasprache; Language teacher; Sprachunterricht; Cultural identity; Kulturelle Identität; Lernaktivität; Unterrichtserfolg; Schülerverhalten; Experiental learning; Erfahrungsorientiertes Lernen; Mehrsprachigkeit; Multilingualismus; Attitudinal change; Einstellungsänderung; Sprachverhalten; Sprachgebrauch; Gesprochene Sprache; Umgangssprache; Error analysis; Language; Fehleranalyse
Abstract	The growth of English worldwide has brought about myriad variations of the language, but many teachers in the United States are still relatively unfamiliar with these World Englishes (WE). Pre-service teachers must be made aware of the legitimacy of WE to become culturally responsive educators. We will describe six different activities designed to promote understanding of WE and English as an International Language (EIL) that pre-service teachers completed during one undergraduate course. The effectiveness of these activities was examined based on written reflections and pre- and post-intervention assessments. The data indicated that all activities were beneficial for raising participant's awareness, tolerance, and respect of WE, especially activity six. Results emphasize the importance of using experiential approaches for the promotion of culturally and linguistically responsive teaching. EIL pedagogy and instructional activities used in this study provides practices that promote the awareness and competence of pre-service teachers to use skills necessary to meet the needs of diverse users of English language in their future teaching. Such transformative approaches will foster multilingual appreciation in pre-service teachers and provide them with the competences necessary to effectively meet the challenges of the changing demographics of schools. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01