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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 0000-0003-1617-8527), Christina L. Dobbs, Emily Phillips Galloway
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
FullText Text:
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  Data: Are We Language Teacher Educators? Using Linguistic Cartography to Support Teacher Identity Development around Language
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Christine+Montecillo+Leider%22">Christine Montecillo Leider</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1617-8527">0000-0003-1617-8527</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christina+L%2E+Dobbs%22">Christina L. Dobbs</searchLink><br /><searchLink fieldCode="AR" term="%22Emily+Phillips+Galloway%22">Emily Phillips Galloway</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Journal%22"><i>TESOL Journal</i></searchLink>. 2025 16(1).
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  Data: 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
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  Data: Y
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  Data: 21
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Cartography%22">Cartography</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink>
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  Data: 10.1002/tesj.886
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  Data: 1056-7941<br />1949-3533
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  Data: 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.
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      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Teacher Educators
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      – SubjectFull: Linguistics
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      – SubjectFull: Cartography
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      – SubjectFull: Professional Identity
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      – SubjectFull: College Faculty
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      – TitleFull: Are We Language Teacher Educators? Using Linguistic Cartography to Support Teacher Identity Development around Language
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