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?

Does this study draw on a large, preexisting data set?

Research Approach

none stated

Geographic Setting

Midwestern USA

Institutional Context

University based

Certification Level

Secondary

Programatic Focus

English

Research Location Context

online course

Preservice Participants

Masters of Arts in Teaching

Preservice Sample Size

Duration of Data Collection

3 months or less

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