Experiencing Critical Language Awareness as a Collective Struggle: Methodological Innovations in Language Awareness Workshops

Autor/inn/en	Chang, Sharon; Torres-Guzmán, María E.; Waring, Hansun Zhang
Titel	Experiencing Critical Language Awareness as a Collective Struggle: Methodological Innovations in Language Awareness Workshops
Quelle	In: Language Learning Journal, 48 (2020) 3, S.356-369 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chang, Sharon) ORCID (Torres-Guzmán, María E.) ORCID (Waring, Hansun Zhang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2020.1740769
Schlagwörter	Bilingual Teachers; Case Studies; Females; Metalinguistics; Preservice Teachers; Transformative Learning; Teacher Education Programs; Video Technology; Workshops; Student Attitudes; Semiotics; Chinese; Native Language; English (Second Language); Second Language Learning; Chinese Americans + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Weibliches Geschlecht; Metalanguage; Metasprache; Pädagogische Transformation; Lernwerkstatt; Schulung; Schülerverhalten; Semiotik; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; USA
Abstract	The demographic change of Chinese bilingual preservice teachers (herein referred to as trainees) has caused a shift in the practitioner populations in the US This qualitative case study reports on how six female trainees experienced critical language awareness (CLA) as a collective struggle in the language awareness training sessions and in the implementation sessions of the language awareness workshops (LAWs) by expressing their transformative agency. LAWs were designed in two phases; in Phase 1, the trainees first experienced CLA by struggling collectively in the language awareness training sessions held at a higher education institution. In Phase 2, they acted as facilitators of the implementation sessions organised for schoolteachers. Effectiveness surveys and fieldnotes were collected, whilst video recordings of LAWs, debriefing sessions, and pre-and post-interviews were transcribed. The findings suggest that LAWs offered the trainees meaningful contexts for mediating their understanding of CLA during the bilingual teacher preparation programme. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01