Apprenticeship of Pre-Service Teachers through Culturally Sustaining Systemic Functional Linguistics

Autor/in	Mizell, Jason D.
Titel	Apprenticeship of Pre-Service Teachers through Culturally Sustaining Systemic Functional Linguistics
Quelle	In: Language and Education, 35 (2020) 2, S.123-139 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2020.1797770
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Middle School Students; Culturally Relevant Education; Teaching Methods; Multilingualism; Linguistics; After School Programs; Clubs; Dialects; Student Attitudes; Graduate Students; Racial Bias; Foreign Policy; Language Usage; Language Variation; Hispanic American Students; African American Students + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Linguistik; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Club; Klub; Dialect; Dialekt; Schülerverhalten; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Racial discrimination; Rassismus; Außenpolitik; Sprachgebrauch; Sprachenvielfalt; Hispanic; Hispanic Americans; Hispanoamerikaner; African Americans; Afroamerikaner
Abstract	This article examines a graduate language education course that was taught as part of an afterschool 'club' activity located in a majority-minority middle school (Latiné and Black) in the US southeast. Pre-service teachers were apprenticed as researchers and educators in developing a culturally sustaining pedagogy for multilingual and multi-dialectical youth through the lens of critical systemic functional linguistics. This cross-pollination is known as Culturally Sustaining Systemic Functional Linguistics (CSSFL). This article traces how CSSFL impacted their thoughts, beliefs, practices, and understandings of what it meant to be actively anti-racist and decolonial. Their evolution over time is chronicled through the following themes that emerged from their reflections and multimodal artifacts: humanizing relations, register shifting, and language equity, and multimodal approaches. As one of my focal participants pointed out, this approach allowed her and her classmates to 'connect theory and action'. This work represents an emerging understanding of how CS SFL could be implemented within a teacher education program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01