Pre-service English Language Arts teachers’ development of critical language awareness for teaching
Abstract
This study examined pre-service English teachers’ (PSTs’) development of Critical Language Awareness for teaching through an online course focused on language variation. All of the twenty-four PSTs in our study identified as white and speakers of Standardized English. We rated the quality of the PSTs’ Critical Language Awareness for teaching through their contributions to weekly online discussions. We also qualitatively analyzed the PSTs’ discussions for themes and tensions in their understanding of teaching Critical Language Awareness.We found that the PSTs’ understanding and appreciation for dialect diversity and code-switching was strong, and most PSTs wanted to teach more critical aspects of language variation, such as how systems of privilege are reinforced through language ideologies.However, many PSTs avoided acknowledging their own white privilege and were less skilled and comfortable teaching about power structures than dialect diversity.
Reference
Godley, A. J., Reaser, J., & Moore, K. G. (2015). Pre-service English Language Arts teachers' development of critical language awareness for teaching. Linguistics and Education, 32, 41-54. http://dx.doi.org/10.1016/j.linged.2015.03.015
Journal
Linguistics and Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Masters of Arts in Teaching
Preservice Sample Size
24
Duration of Data Collection
Data Sources
- online discussions
- Questionnaire
Data Analysis Tools
- Coding with inter-rater reliability check
Researcher Positionality
- Inside (studying their own programs)
Research Questions
"Our analysis of PSTs’ development of critical perspectives on language for teaching focused on changes in the content and quality of PSTs’ ideas about dialect diversity throughout the mini-course, the tensions and challenges we observed in PSTs’ discussions, and the effectiveness (or ineffectiveness) of various design elements of the mini-course." (p. 42)
Is this research question explicit from the manuscript? Yes