Beyond Sociolinguistics: Towards a Critical Approach to Cultural and Linguistic Diversity in Teacher Education

Autor/in	Haddix, Marcelle
Titel	Beyond Sociolinguistics: Towards a Critical Approach to Cultural and Linguistic Diversity in Teacher Education
Quelle	In: Language and Education, 22 (2008) 5, S.254-270 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.2167/le772.0
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Qualitative Research; Whites; Ethnicity; Sociolinguistics; Ideology; Program Effectiveness; Monolingualism; Teacher Attitudes; Teaching Methods; Second Languages; Critical Theory; Standard Spoken Usage; Language Variation; Cultural Differences + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Qualitative Forschung; White; Weißer; Ethnizität; Soziolinguistik; Ideologie; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Second language; Zweitsprache; Kritische Theorie; Gesprochene Sprache; Umgangssprache; Sprachenvielfalt; Kultureller Unterschied
Abstract	The author shares findings from a qualitative study of white, monolingual preservice teachers enrolled in a sociolinguistics course that examines the interplay of language and ethnicity in the United States. The primary aims of the study were to learn more about the preservice teachers' awareness of their cultural and linguistic backgrounds and to explore how they felt their new understandings about linguistic diversity would impact their future practice as teachers. In this paper, the author examines the cultural and linguistic identity work of two white, monolingual preservice teachers initiated by their participation in this course. Findings from interview and archival data suggest that while teacher education grounded in sociolinguistic research and principles can impact teachers' attitudes and practices towards linguistic diversity, teacher education that engages a critical approach to understanding language and ethnicity can encourage teachers' interrogation of their own cultural and linguistic location and challenge dominant standard language and colour-blind ideologies. (As Provided).
Anmerkungen	Multlingual Matters. Available from Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10