Are We Language Teacher Educators? Using Linguistic Cartography to Support Teacher Identity Development around Language
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| Title: | Are We Language Teacher Educators? Using Linguistic Cartography to Support Teacher Identity Development around Language |
|---|---|
| Language: | English |
| Authors: | Christine Montecillo Leider (ORCID |
| Source: | TESOL Journal. 2025 16(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Language Teachers, Teacher Educators, Linguistics, Cartography, Professional Identity, College Faculty, Educational Practices |
| DOI: | 10.1002/tesj.886 |
| ISSN: | 1056-7941 1949-3533 |
| Abstract: | As university teacher educators in the United States, the three authors prepare teacher candidates (TCs) who will be working with culturally and linguistically diverse learners (CLDLs) in a range of classrooms at various levels and focused on various disciplines. The authors argue that all TCs will be language teachers, in that they will teach CLDLs and use language to teach content and, in this article, the authors discuss tensions in their own professional identities that arise when teaching TCs to work with CLDLs. Specifically, the authors use Self-Study of Teacher Education Practices (S-STEP, Vanassche & Kelchtermans, 2015) to explore how a language mapping activity, "linguistic cartography" (Phillips Galloway et al., 2022), initially designed to support TCs to examine links between their personal idiolect and identities, has impacted how they understand their own identities and development as teacher educators. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1461422 |
| Database: | ERIC |
| Abstract: | As university teacher educators in the United States, the three authors prepare teacher candidates (TCs) who will be working with culturally and linguistically diverse learners (CLDLs) in a range of classrooms at various levels and focused on various disciplines. The authors argue that all TCs will be language teachers, in that they will teach CLDLs and use language to teach content and, in this article, the authors discuss tensions in their own professional identities that arise when teaching TCs to work with CLDLs. Specifically, the authors use Self-Study of Teacher Education Practices (S-STEP, Vanassche & Kelchtermans, 2015) to explore how a language mapping activity, "linguistic cartography" (Phillips Galloway et al., 2022), initially designed to support TCs to examine links between their personal idiolect and identities, has impacted how they understand their own identities and development as teacher educators. |
|---|---|
| ISSN: | 1056-7941 1949-3533 |
| DOI: | 10.1002/tesj.886 |
