Engaging Pre-Service Teachers in an Exploration of the Politics of Language

Autor/inn/en	Lee, Cheu-jey; Moss, Glenda; Coughlin, Elaine
Titel	Engaging Pre-Service Teachers in an Exploration of the Politics of Language
Quelle	In: Scholar-Practitioner Quarterly, 5 (2011) 3, S.237-255 (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-9392
Schlagwörter	Language Minorities; Literacy; Linguistics; Minority Groups; Preservice Teachers; Politics of Education; Sociolinguistics; Whites; Pedagogical Content Knowledge; Critical Theory; Learner Engagement; Control Groups; Experimental Groups; Critical Reading; Case Method (Teaching Technique); Learning Activities; Questionnaires; Language Acquisition; Achievement Gains; Participant Satisfaction; Student Teacher Attitudes; Teaching Methods; Learning Experience + Suchen Sie Ihr Suchwort? Sprachminderheit; Alphabetisierung; Schreib- und Lesefähigkeit; Linguistik; Ethnische Minderheit; Educational policy; Bildungspolitik; Soziolinguistik; White; Weißer; Pädagogische Kompetenz; Kritische Theorie; Kritisches Lesen; Case method; Fallmethode; Lernaktivität; Fragebogen; Sprachaneignung; Spracherwerb; Achievement gain; Leistungssteigerung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernerfahrung
Abstract	This study is concerned with an exploration of the politics of language with predominately white pre-service teachers through a linguistic activity. It is a continuous, joint effort of three teacher educators working at two universities. Different pedagogical emphases and data collection methods are used at these two universities to investigate their impact on the pre-service teachers' awareness of the politics of language. It is shown that the pre-service teachers who are required to read critical literature and to reflect specifically on the linguistic activity through guiding questions become more aware of the political aspects of language than those who are not. Yet this critical awareness does not necessarily carry over into a change in their thinking about literacy education with language minority students. This study is hoped to serve as a prompt for more dialogue in this area. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10