Expanding Teacher Candidate Linguistic Knowledge: Analysing Recorded Virtual Exchange Sessions

Autor/inn/en	Hilliker, Shannon M.; Lenkaitis, Chesla Ann; Ramirez, Angie
Titel	Expanding Teacher Candidate Linguistic Knowledge: Analysing Recorded Virtual Exchange Sessions
Quelle	In: The EUROCALL Review, 29 (2021) 1, S.19-26 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1695-2618
Schlagwörter	Preservice Teachers; Teacher Education Programs; Second Language Learning; Second Language Instruction; English (Second Language); Intercultural Communication; Pragmatics; Semantics; Morphology (Languages); Phonology; Foreign Countries; Universities; Error Analysis (Language); Undergraduate Students; Syntax; Linguistics; Knowledge Base for Teaching; Pedagogical Content Knowledge; Journal Writing; Mexicans; Metalinguistics; Student Attitudes; Teacher Student Relationship; Exchange Programs; Computer Mediated Communication; Teaching Methods; Mexico + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Interkulturelle Kommunikation; Pragmalinguistik; Semantik; Morphology; Morphologie; Fonologie; Ausland; University; Universität; Error analysis; Language; Fehleranalyse; Linguistik; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Zeitschriftenaufsatz; Mexikaner; Metalanguage; Metasprache; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Computerkonferenz; Teaching method; Lehrmethode; Unterrichtsmethode; Mexiko
Abstract	Teaching English to Speakers of Other Languages (TESOL) teacher candidates must have a working knowledge of English linguistics in order to support their students' language development. This article reports on TESOL teacher candidates' reflective practice to highlight how interaction with non-native speakers can develop awareness of linguistic features of the English language through virtual exchange. Sixteen teacher candidates from a university in the United States were paired with 22 undergraduate English as a Foreign Language (EFL) learners from a university in Mexico. The teacher candidates completed journal entries in which they analysed authentic language produced by their EFL partners during their virtual meetings. Teacher candidates were taking a course that covered topics related to pragmatics, semantics, morphology, phonology and syntax. Each teacher candidate submitted a final error analysis of recorded conversations to determine how many linguistic errors were made by their partners. This study describes the errors the teacher candidates were able to identify in order to explore the benefits of this reflective activity on their understanding of linguistics. This study confirms the need to utilize virtual exchange in teacher preparation programs and subsequent self-reflection in order to give teacher candidates a way to put linguistic content area into practice. (As Provided).
Anmerkungen	European Association for Computer-Assisted Language Learning (EUROCALL). EUROCALL Headquarters, School of Modern Languages, University of Ulster, Cromore Road, Coleraine BT52 1SA, Northern Ireland, UK. Tel: +34-67-943-1283; Web site: http://www.eurocall-languages.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01