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Developing Critical Language Awareness in Future English Language Educators across Institutions and Courses

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Title: Developing Critical Language Awareness in Future English Language Educators across Institutions and Courses
Language: English
Authors: Shepard-Carey, Leah (ORCID 0000-0002-4862-9807), Gopalakrishnan, Anuradha
Source: Language Awareness. 2023 32(1):114-131.
Availability: 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
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Language Teachers, Ideology, Preservice Teacher Education, Preservice Teachers, Language Attitudes, Private Colleges, Public Colleges, Student Attitudes, Critical Thinking, Power Structure, Race, Native Language, Language Usage
DOI: 10.1080/09658416.2021.2002881
ISSN: 0965-8416
1747-7565
Abstract: In English language teacher education, we must offer opportunities for future educators to critically engage with topics surrounding the globalization of English, neocolonialism, and standardized notions of language, such as 'native speaker' proficiency. Critical language awareness (CLA) pedagogies, pedagogical approaches that facilitate students' awareness of language and power relations, have been posited as effective avenues to explore such topics. Yet, there is a dearth of examples of such pedagogical activities in language teacher education contexts. In this study, we draw on frameworks of CLA and dialogue to explore the potential of a discussion activity focused on topics of language, race, and power. Future English language educators across course sections and institutions engaged in discussions related to CLA topics and submitted reflections on their discussion and the activity itself. Qualitative analysis of the reflections demonstrated that discussions with a partner from a different course section or institution facilitated: (1) reflexivity on identity; (2) identifying, critiquing, and questioning language ideologies and practices; and (3) applying CLA to teaching contexts. As such, this study has implications for research in language awareness and language teacher education and furthermore highlights the potential of intentional discussion opportunities related to CLA across courses and institutions.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1383929
Database: ERIC
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  Data: Developing Critical Language Awareness in Future English Language Educators across Institutions and Courses
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  Data: 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
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  Data: 10.1080/09658416.2021.2002881
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  Data: 0965-8416<br />1747-7565
– Name: Abstract
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  Data: In English language teacher education, we must offer opportunities for future educators to critically engage with topics surrounding the globalization of English, neocolonialism, and standardized notions of language, such as 'native speaker' proficiency. Critical language awareness (CLA) pedagogies, pedagogical approaches that facilitate students' awareness of language and power relations, have been posited as effective avenues to explore such topics. Yet, there is a dearth of examples of such pedagogical activities in language teacher education contexts. In this study, we draw on frameworks of CLA and dialogue to explore the potential of a discussion activity focused on topics of language, race, and power. Future English language educators across course sections and institutions engaged in discussions related to CLA topics and submitted reflections on their discussion and the activity itself. Qualitative analysis of the reflections demonstrated that discussions with a partner from a different course section or institution facilitated: (1) reflexivity on identity; (2) identifying, critiquing, and questioning language ideologies and practices; and (3) applying CLA to teaching contexts. As such, this study has implications for research in language awareness and language teacher education and furthermore highlights the potential of intentional discussion opportunities related to CLA across courses and institutions.
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      – SubjectFull: Ideology
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