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  • Bài trích
  • Engaging pre-service English teachers with language policy /
Tác giả CN Hult, Francis M.
Nhan đề Engaging pre-service English teachers with language policy / Francis, M Hult.
Thông tin xuất bản 2018.
Mô tả vật lý p. 249-260.
Tóm tắt Teachers have the potential to be active agents in language policy and planning (LPP) processes when designing lessons or managing linguistic resources in their classrooms. A key consideration, then, is to guide pre-service educators towards an understanding of LPP principles and how they can be applied in practice. The present study documents an interactive LPP roleplay project that was designed to raise awareness among pre-service teachers about how they can engage with policy interpretation and negotiation. The project took place in the context of a sociolinguistics course within an English teacher education programme. Following the roleplay, pre-service teachers wrote reflective journals which were analysed inductively in order to investigate how they experienced the roleplay with respect to professional development. The findings show that roleplay helped these teachers see the relevance of policy to educational practice and also provided hands-on experience with the challenges and benefits of negotiating policy interpretations with colleagues.
Đề mục chủ đề Teaching method--English language
Thuật ngữ không kiểm soát English.
Thuật ngữ không kiểm soát Tiếng Anh.
Thuật ngữ không kiểm soát Phương pháp giảng dạy.
Thuật ngữ không kiểm soát Teaching method.
Thuật ngữ không kiểm soát English teacher education.
Thuật ngữ không kiểm soát Sociolinguistics course.
Nguồn trích ELT Journal- Volume 72, Issue 3
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039|a20200717095621|bhuongnt|y20181108092136|zthuvt
0410 |aeng
044 |aenk
1001 |aHult, Francis M.
24510|aEngaging pre-service English teachers with language policy / |cFrancis, M Hult.
260|c2018.
30010|ap. 249-260.
520 |aTeachers have the potential to be active agents in language policy and planning (LPP) processes when designing lessons or managing linguistic resources in their classrooms. A key consideration, then, is to guide pre-service educators towards an understanding of LPP principles and how they can be applied in practice. The present study documents an interactive LPP roleplay project that was designed to raise awareness among pre-service teachers about how they can engage with policy interpretation and negotiation. The project took place in the context of a sociolinguistics course within an English teacher education programme. Following the roleplay, pre-service teachers wrote reflective journals which were analysed inductively in order to investigate how they experienced the roleplay with respect to professional development. The findings show that roleplay helped these teachers see the relevance of policy to educational practice and also provided hands-on experience with the challenges and benefits of negotiating policy interpretations with colleagues.
65010|aTeaching method|xEnglish language
6530 |aEnglish.
6530 |aTiếng Anh.
6530 |aPhương pháp giảng dạy.
6530 |aTeaching method.
6530 |aEnglish teacher education.
6530 |aSociolinguistics course.
7730 |tELT Journal|gVolume 72, Issue 3
890|a0|b0|c0|d0

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