NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1204602
Record Type: Journal
Publication Date: 2019-Feb
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1072-4303
Educating Pre-Service Teachers about World Englishes: Instructional Activities and Teachers' Perceptions
Eslami, Zohreh; Moody, Stephanie; Pashmforoosh, Roya
TESL-EJ, v22 n4 Feb 2019
The growth of English worldwide has brought about myriad variations of the language, but many teachers in the United States are still relatively unfamiliar with these World Englishes (WE). Pre-service teachers must be made aware of the legitimacy of WE to become culturally responsive educators. We will describe six different activities designed to promote understanding of WE and English as an International Language (EIL) that pre-service teachers completed during one undergraduate course. The effectiveness of these activities was examined based on written reflections and pre- and post-intervention assessments. The data indicated that all activities were beneficial for raising participant's awareness, tolerance, and respect of WE, especially activity six. Results emphasize the importance of using experiential approaches for the promotion of culturally and linguistically responsive teaching. EIL pedagogy and instructional activities used in this study provides practices that promote the awareness and competence of pre-service teachers to use skills necessary to meet the needs of diverse users of English language in their future teaching. Such transformative approaches will foster multilingual appreciation in pre-service teachers and provide them with the competences necessary to effectively meet the challenges of the changing demographics of schools.
TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A