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ERIC Number: EJ1138456
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISSN: EISSN-2331-186X
Preparing Linguistically Responsive Teachers through Experiential Foreign Language Tasks: A Phenomenological Study
Turgut Dost, Güliz
Cogent Education, v3 n1 Article 1169614 2016
Importance of culturally and linguistically responsive teaching escalates as globalization and immigration increase the student diversity in classrooms. Although culturally responsive teaching has been studied in detail, the literature on linguistically responsive teaching is largely theoretical, with limited research-based practices. This article reports a phenomenological study of four prospective teachers' experiences with four foreign language tasks. The purpose of the study was to propose and examine a research-based practice to raise awareness about preparing linguistically responsive teachers in teacher education programs. Data were collected through written participant reflections and analyzed using phenomenological analysis. Findings reveal that the tasks assisted participants to become aware of the linguistic, cognitive, and emotional hard work encountered while learning a new language. Participants also reported being empathetic toward English language learners. Implications for teacher education programs and teacher educators are presented.
Cogent OA. 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:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A