Developing Teacher Awareness and Action Plans for Teaching English as an International Language

Autor/inn/en	Sharma, Bal Krishna; Sievers, Mikayla
Titel	Developing Teacher Awareness and Action Plans for Teaching English as an International Language
Quelle	In: Language Awareness, 32 (2023) 1, S.153-168 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sharma, Bal Krishna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2022.2033757
Schlagwörter	Metalinguistics; Language Attitudes; Language Variation; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Language Teachers; Teacher Education Programs; Preservice Teachers; Instructional Materials; Educational Philosophy; Pedagogical Content Knowledge; Student Attitudes; Attitude Change; Teacher Attitudes; Case Studies; Transformative Learning; Masters Programs; State Universities + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Sprachverhalten; Sprachenvielfalt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungsphilosophie; Erziehungsphilosophie; Pädagogische Kompetenz; Schülerverhalten; Attitudinal change; Einstellungsänderung; Lehrerverhalten; Case study; Fallstudie; Case Study; Pädagogische Transformation; Magister course; Magisterstudiengang; Staatliche Universität
Abstract	Researchers have made pedagogical suggestions regarding how to incorporate international varieties of English in teacher education, but the amount of research on how novice teachers develop such knowledge and pedagogies and put them into practice is noticeably inadequate. This study presents a two-part case study in order to address this concern. In the first part, the study reports how four pre-service teachers in a teacher education program developed their knowledge and awareness informed by an English-as-an-international language perspective in their curricula, materials, and classroom instruction. The second part reports how one of the four teachers implemented a pedagogical project with an aim to transform her students' attitudes and knowledge toward various Englishes. The data were drawn from semi-structured interviews, teaching philosophy statements, written assignments, and reflective journals. The findings overall provide important insights into understanding the emergence of transformative pedagogical awareness, philosophies, and praxis in addressing the diversity of Englishes by pre-service teachers in teacher education programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01