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ERIC Number: EJ1099295
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1354-0602
Emergent Identity and Dilemmatic Spaces: Pre-Service Teachers' Engagement with EAL Collaboration
Turner, Marianne
Teachers and Teaching: Theory and Practice, v22 n5 p570-585 2016
Integrationist policies that promote the mainstreaming of English language learners are well established in many English-speaking countries. This has led to the embedding of English as an additional language (EAL) methodology in teacher education, and also to the notion of collaboration between English language teachers and content area teachers. Teacher positioning is integral to the processes of collaboration, and in this article it is argued that both sociocultural identity constructs and the notion of dilemmatic spaces can be used jointly to explore this positioning. A framework that draws upon these two theoretical perspectives is discussed. It was developed to investigate pre-service teachers' (PSTs') perceptions of collaboration with EAL teachers, and is applied to three secondary PSTs who were undertaking an EAL methodology course in an Australian university.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
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: Australia
Grant or Contract Numbers: N/A