ERIC Number: EJ1256998
Record Type: Journal
Publication Date: 2020
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0957-1736
EISSN: N/A
Experiencing Critical Language Awareness as a Collective Struggle: Methodological Innovations in Language Awareness Workshops
Language Learning Journal, v48 n3 p356-369 2020
The demographic change of Chinese bilingual preservice teachers (herein referred to as trainees) has caused a shift in the practitioner populations in the US This qualitative case study reports on how six female trainees experienced critical language awareness (CLA) as a collective struggle in the language awareness training sessions and in the implementation sessions of the language awareness workshops (LAWs) by expressing their transformative agency. LAWs were designed in two phases; in Phase 1, the trainees first experienced CLA by struggling collectively in the language awareness training sessions held at a higher education institution. In Phase 2, they acted as facilitators of the implementation sessions organised for schoolteachers. Effectiveness surveys and fieldnotes were collected, whilst video recordings of LAWs, debriefing sessions, and pre-and post-interviews were transcribed. The findings suggest that LAWs offered the trainees meaningful contexts for mediating their understanding of CLA during the bilingual teacher preparation programme.
Descriptors: Bilingual Teachers, Case Studies, Females, Metalinguistics, Preservice Teachers, Transformative Learning, Teacher Education Programs, Video Technology, Workshops, Student Attitudes, Semiotics, Chinese, Native Language, English (Second Language), Second Language Learning, Chinese Americans
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A