Pre-Service Teachers' Narratives about Their Lived Experience of Language

Autor/in	Iversen, Jonas Yassin
Titel	Pre-Service Teachers' Narratives about Their Lived Experience of Language
Quelle	In: Journal of Multilingual and Multicultural Development, 43 (2022) 2, S.140-153 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Iversen, Jonas Yassin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2020.1735400
Schlagwörter	Preservice Teachers; Student Attitudes; Personal Narratives; Multilingualism; Autobiographies; Norwegian; Monolingualism; Second Language Learning; Teacher Educators; Teacher Education Programs; Vocabulary Skills; Foreign Countries; Student Placement; Student Teaching; Learning Experience; Norway + Suchen Sie Ihr Suchwort? Schülerverhalten; Erlebniserzählung; Mehrsprachigkeit; Multilingualismus; Autobiography; Autobiografie; Autobiographie; Norwegisch; Zweitsprachenerwerb; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Aktiver Wortschatz; Ausland; Schülerpraktikum; Teaching practice; Unterrichtspraxis; Lernerfahrung; Norwegen
Abstract	Drawing on recent developments within sociolinguistics, the objective of the current article is to explore how six pre-service teachers (PSTs) discursively positioned themselves and 'the multilingual' across two narrating events focused on their lived experience of language. The narrating events were focus groups with other PSTs (N = 24) and the participants' linguistic autobiographies (n = 6). A narrative analysis across the two events demonstrated how the six PSTs used indexical cues to discursively position themselves as monolingual speakers of Norwegian in contrast with 'multilinguals' as speakers of 'other languages'. Based on these findings, the article argues that the PSTs do not have an adequate understanding or vocabulary to discuss multilingualism in education, leading them to present 'the multilingual' as someone radically different from themselves. However, teacher educators can take PSTs' lived experience of language as a point of departure for discussing multilingualism in education and challenging the traditional understandings of multilingualism. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01