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

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Title

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

Creator

  • Author: Lee, Cheu-jey George
    Creator Type: Personal
    Creator Info: Indiana University-Purdue University Fort Wayne
  • Author: Moss, Glenda
    Creator Type: Personal
    Creator Info: University of North Texas Dallas
  • Author: Coughlin, Elaine B.
    Creator Type: Personal
    Creator Info: Pacific University

Publisher

  • Name: Educators International Press
    Place of Publication: [Troy, New York]

Date

  • Creation: 2011

Language

  • English

Description

  • Content Description: This article discusses engaging pre-service teachers in an exploration of the politics of language.
  • Physical Description: 19 p.

Subject

  • Keyword: education
  • Keyword: teaching
  • Keyword: language
  • Keyword: literacy education

Source

  • Journal: Scholar-Practitioner Quarterly, 2011, Troy: Educators International Press, pp. 237-255

Citation

  • Publication Title: Scholar-Practitioner Quarterly
  • Volume: 5
  • Issue: 3
  • Edition: Fall
  • Page Start: 237
  • Page End: 255
  • Peer Reviewed: True

Collection

  • Name: UNT Scholarly Works
    Code: UNTSW

Institution

  • Name: UNT Dallas
    Code: UNTD

Rights

  • Rights Access: public

Resource Type

  • Article

Format

  • Text

Identifier

  • Archival Resource Key: ark:/67531/metadc111012

Degree

  • Academic Department: Teacher Education and Administration

Note

  • Display 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.