Engaging Pre-Service Teachers in an Exploration of the Politics of Language

Description:

This article discusses engaging pre-service teachers in an exploration of the politics of language.

Creator(s):
Creation Date: 2011  
Partner(s):
UNT Dallas
Collection(s):
UNT Scholarly Works
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Total Uses: 49
Past 30 days: 2
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Creator (Author):
Lee, Cheu-jey George

Indiana University-Purdue University Fort Wayne

Creator (Author):
Moss, Glenda

University of North Texas Dallas

Creator (Author):
Coughlin, Elaine B.

Pacific University

Publisher Info:
Place of Publication: [Troy, New York]
Date(s):
  • Creation: 2011
Description:

This article discusses engaging pre-service teachers in an exploration of the politics of language.

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Note:

Abstract: This study is concerned with an exploration of the politics of language with predominantly white pre-service teachers through a linguistic activity. It is a continuous, joint effort of three teacher educators working at two universities. Different pedagogical emphases and data collection methods are used at these two universities to investigate their impact on the pre-service teachers' awareness of the politics of language. It is shown that the pre-service teachers who are required to read critical literature and to reflect specifically on the linguistic activity through guiding questions become more aware of the political aspects of language than those who are not. Yet this critical awareness does not necessarily carry over into a change in their thinking about literacy education with language minority students. This study is hoped to serve as a prompt for more dialogue in this area.

Physical Description:

19 p.

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Subject(s):
Keyword(s): education | teaching | language | literacy education
Source: Scholar-Practitioner Quarterly, 2011, Troy: Educators International Press, pp. 237-255
Partner:
UNT Dallas
Collection:
UNT Scholarly Works
Identifier:
  • ARK: ark:/67531/metadc111012
Resource Type: Article
Format: Text
Rights:
Access: Public
Citation:
Publication Title: Scholar-Practitioner Quarterly
Volume: 5
Issue: 3
Edition: Fall
Page Start: 237
Page End: 255
Peer Reviewed: Yes