"A Good Start": A New Approach to Gauging Preservice Teachers' Critical Language Awareness

Autor/inn/en	Shi, Lijuan; Rolstad, Kellie
Titel	"A Good Start": A New Approach to Gauging Preservice Teachers' Critical Language Awareness
Quelle	In: Journal of Language, Identity, and Education, 21 (2022) 6, S.408-422 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1810045
Schlagwörter	Second Language Learning; Metalinguistics; Preservice Teachers; Teacher Education Programs; Discourse Analysis; Psychology; Student Attitudes; Reflection; Logical Thinking; Questioning Techniques; English (Second Language); Language Variation; Essays; Dialects; Social Differences; Standard Spoken Usage; Language Attitudes; Elementary School Teachers + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Metalanguage; Metasprache; Diskursanalyse; Psychologie; Schülerverhalten; Befragungstechnik; Fragetechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachenvielfalt; Essay; Aufsatzunterricht; Dialect; Dialekt; Sozialer Unterschied; Gesprochene Sprache; Umgangssprache; Sprachverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This study reports findings from a discursive analysis, informed by discursive psychology (DP), of 43 preservice teachers' 685 written reflections related to critical language awareness (CLA). The findings highlight the discursive features preservice teachers employed to construct their CLA. Three major patterns of discursive changes were unearthed which make the development of preservice teachers' CLA visible: change from generic statements to deeper scrutiny; change from broad suggestions to specific recommendations; and change from claiming the known to the curiosity of exploring the unknown. The findings of this study offer insights for teacher educators to make sense of preservice teachers' discursive changes and features in the process of developing CLA and to create stage-appropriate inductive questions to help preservice teachers engage in continuous critiques through written self-reflections. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01