Engaging Pre-Service Teachers in an Exploration of the Politics of Language Page: 237
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Engaging Pre-Service Teachers in an
Exploration of the Politics of Language
Indiana University-Purdue University Fort Wayne
University of North Texas as Dallas
This study is concerned with an exploration of the politics of language with pre-
dominately white pre-service teachers through a linguistic activity. It is a contin-
uous, joint effort of three teacher educators working at two universities. Different
pedagogical emphases and data collection methods are used at these two univer-
sities 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.
Unlike traditional literacy education, critical literacy/pedagogy argues that liter-
acy should not be defined narrowly to include only skills of reading and writing.
It proposes that literacy education should promote the principles of democracy
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Lee, Cheu-jey George; Moss, Glenda & Coughlin, Elaine B. Engaging Pre-Service Teachers in an Exploration of the Politics of Language, article, 2011; [Troy, New York]. (digital.library.unt.edu/ark:/67531/metadc111012/m1/1/: accessed January 19, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; crediting UNT Dallas.