Teaching in Two Tongues: Rethinking the Role of Language(s) in Teacher Education in India

Autor/inn/en	Menon, Shailaja; Viswanatha, Vanamala; Sahi, Jane
Titel	Teaching in Two Tongues: Rethinking the Role of Language(s) in Teacher Education in India
Quelle	In: Contemporary Education Dialogue, 11 (2014) 1, S.41-65 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-1849
DOI	10.1177/0973184913509752
Schlagwörter	Foreign Countries; Teacher Education; Language Role; Bilingual Education; Critical Theory; Sociocultural Patterns; Multilingualism; Language Acquisition; Second Language Instruction; Second Language Learning; Language of Instruction; English (Second Language); India + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Bilingual teaching; Bilingualer Unterricht; Kritische Theorie; Soziokulturelle Theorie; Mehrsprachigkeit; Multilingualismus; Sprachaneignung; Spracherwerb; Fremdsprachenunterricht; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Indien
Abstract	This article is a sharing of emergent ideas about the potential role of languages in teacher education (TE) programmes in multilingual contexts in India. Languages play a critical role in TE programmes where they shape both the learning as well as the future teaching of prospective teachers. This role acquires particular significance in multilingual contexts, such as those encountered in most Indian settings. We draw upon multiple disciplines to develop a theoretical conception of language and language learning that is both socio-culturally located as well as critical in nature. We contextualise the discussion by describing the situation vis-à-vis languages and language teaching in India. Next, we develop and describe a rationale for adopting a bilingual/multilingual position in TE programmes in India. Finally, we describe a few possibilities for the practice of language teaching. The article should be read as an invitation to further study and dialogue, rather than as a definitive position on the issues addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01