ERIC Number: EJ1428550
Record Type: Journal
Publication Date: 2024
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0790-8318
EISSN: EISSN-1747-7573
'Their First Language…Would Be a Resource Sometimes': Preservice English Teachers' Preparedness for Linguistically Responsive Teaching
Lianjiang Jiang; Xiaoyue Zhang; Seyyed-Abdolhamid Mirhosseini
Language, Culture and Curriculum, v37 n2 p267-287 2024
While the importance of linguistically responsive teaching (LRT) in multilingual classrooms is well documented, preservice English teachers' conceptions of LRT and the pertinent sociocultural processes that shape their LRT conceptions and practices remain under-researched. Qualitatively examining the experiences and understandings of 15 preservice English teachers in Hong Kong shared in interviews and written reflections, this study reveals a positive attitude towards LRT in general, but a dissonance between LRT consciousness and LRT knowledge/skills. The study also identifies three distinct profiles of LRT teachers (Explorers, Activists, and Initiators) as well as a range of enabling and debilitating factors in understanding and implementing LRT. These findings call for attention to a need for revisiting mainstream English language teacher education trends and embracing more socio-politically informed linguistically responsive approaches.
Descriptors: Native Language, Language Usage, Second Language Learning, Language of Instruction, Teaching Methods, Teacher Education Programs, Language Attitudes, Multilingualism, Preservice Teachers, Teacher Characteristics, Foreign Countries, English (Second Language), Second Language Instruction, Language Teachers, Student Teacher Attitudes, Metalinguistics, Language Variation, Chinese, Sino Tibetan Languages, Contrastive Linguistics, Advocacy, Educational Principles
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A