"This Whole Language Variation Journey": Examining Teachers' Changing Beliefs about Language and Linguistically Aware Pedagogical Applications (original) (raw)
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Language and Linguistics …, 2010
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Professional Development in Education
Sociocultural and dialogic theories of education have identified the need to integrate both pedagogical content and language knowledge into teachers' professional development to promote effective interaction with students about subject content. In this intervention study, a meta-perspective on language was developed to understand how experienced teacher educators (N = 29) conceptualize ongoing language development in professional learning and teaching (referred to as language-developing learning in this study) as part of their pedagogical content knowledge. The data were analysed using content analysis. Language-developing learning was mainly conceived as teacher-oriented professional development. In this process, the language aspect was regarded not only as a tool that applies regulatory and explanatory language but also as a target that connects academic knowledge and interpersonally oriented language. The results increase our awareness of teacher educators' practical knowledge of academic and interpersonal language in specific disciplinary contexts of teacher professional development in higher education.
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Language for Specific Purposes (LSP) has received extensive theoretical and empirical attention across most of its subareas. However, several claims have been raised as to the limited scope of research on LSP teachers. The present study is a review of the studies conducted on LSP teacher education from 2000 to 2019 in order to track the scope of the state-of-the-art and peer-reviewed works done in this area. The search for LSP teacher education research yielded 60 studies representing similar foci from which ten categories emerged. The categories included: action research, cognitions, practices, cognitions and practices, content and language teachers, professional development, genre, critical incidents, identity, and language change. It was found that the line of inquiry features a dispersed, intermittent empirical attention to teachers, with a wide array of topics existing within the nomenclature of teacher education being untouched in LSP. Additionally, in comparison to general la...
Language for Specific Purposes Teacher Education: A Scoping Review
Mextesol Journal, 2020
Language for Specific Purposes (LSP) has received extensive theoretical and empirical attention across most of its sub-areas. However, several claims have been raised as to the limited scope of research on LSP teachers. The present study is a review of the studies conducted on LSP teacher education from 2000 to 2019 in order to track the scope of the state-of-the-art and peer-reviewed works done in this area. The search for LSP teacher education research yielded 60 studies representing similar foci from which ten categories emerged. The categories included: action research, cognitions, practices, cognitions and practices, content and language teachers, professional development, genre, critical incidents, identity, and language change. It was found that the line of inquiry features a dispersed, intermittent empirical attention to teachers, with a wide array of topics existing within the nomenclature of teacher education being untouched in LSP. Additionally, in comparison to general l...
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This chapter outlines the elements of a course unit on language variation within a culture and education ESOL course intended to support the development of pre-service elementary education teacher candidates' awareness of language variation writ large and, more specifically, their knowledge concerning the nature of American English dialects, along with their understanding and appreciation of their future students' home dialects/languages. The chapter begins with a discussion of various theories that frame the course unit (challenging language norms, heteroglossia, critical applied linguistics, language-as-problem/right/resource, and language variation.) and provides an overview of several prevailing attitudes concerning dialectical variation and how the course unit works to counter these narratives. The chapter then highlights the resources, activities, and assignments that constitute the course unit along with an examination of how and why they are included and utilized in the unit.