Language Teachers' Intercultural Learning: A Sociocultural Perspective

Autor/in	Arshavskaya, Ekaterina
Titel	Language Teachers' Intercultural Learning: A Sociocultural Perspective
Quelle	In: InSight: A Journal of Scholarly Teaching, 15 (2020), S.67-82 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1933-4850
Schlagwörter	Language Teachers; Cultural Awareness; Second Language Learning; Second Language Instruction; Preservice Teachers; Teacher Education Programs; Masters Programs; Sociocultural Patterns; Teacher Educators; Teaching Methods; Educational Practices; Affective Behavior; English (Second Language); Student Characteristics + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Cultural identity; Kulturelle Identität; Zweitsprachenerwerb; Fremdsprachenunterricht; Magister course; Magisterstudiengang; Soziokulturelle Theorie; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Affective disturbance; Active behaviour; Affektive Störung; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Responding to the call to build teacher interculturality in more dynamic ways, this paper analyzes developmental trajectories of three pre-service teachers enrolled in a course on language and culture in a master's in second language teaching program at a U.S. university. From a sociocultural theory perspective, the article illustrates the various ways in which the pre-service teachers incorporated (or not) the mediational means available to them. The article findings support the claim about the sociocultural nature of human learning, while the analysis informed by a sociocultural perspective on learning explicates why intercultural learning can be more enriching for some participating pre-service teachers than for others. In line with the sociocultural perspective on human learning, the article highlights the importance of the affective dimension and activity for promoting teacher learning and argues for the need to better understand the process of teachers' application of new understandings into their practice. Besides, the article demonstrates the value of teacher educators' reflection on their work. It ends with pedagogical implications for language teacher educators. (As Provided).
Anmerkungen	Park University, Center for Excellence in Teaching and Learning. 8700 NW River Park Drive, Parkville, MO 64152. Tel: 816-584-6770; Fax: 308-224-3493; e-mail: cetl@park.edu; Web site: http://www.insightjournal.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01