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Educating Pre-Service Teachers about World Englishes: Instructional Activities and Teachers' Perceptions
TESL-EJ (Berkeley, Calif.), 2019-02, Vol.22 (4), p.1
[Peer Reviewed Journal]
ISSN: 1072-4303 ;EISSN: 1072-4303
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Title:
Educating Pre-Service Teachers about World Englishes: Instructional Activities and Teachers' Perceptions
Author:
Eslami, Zohreh
;
Moody, Stephanie
;
Pashmforoosh, Roya
Subjects:
Attitude Change
;
Course Descriptions
;
Cultural Awareness
;
Demography
;
Educational activities
;
English (Second Language)
;
English as a second language teaching methods
;
English as an international language
;
Error Analysis (Language)
;
Experiential Learning
;
Instructional Effectiveness
;
Language Attitudes
;
Language Teachers
;
Language Usage
;
Language Variation
;
Learning Activities
;
Metalinguistics
;
Multilingualism
;
Preservice Teachers
;
Second Language Instruction
;
Second Language Learning
;
Standard Spoken Usage
;
Student Attitudes
;
Student Diversity
;
Student Needs
;
Student teachers
;
Teacher education
;
Teacher Education Programs
;
Teaching
;
Teaching Methods
;
Undergraduate Students
Is Part Of:
TESL-EJ (Berkeley, Calif.), 2019-02, Vol.22 (4), p.1
Description:
The growth of English worldwide has brought about myriad variations of the language, but many teachers in the United States are still relatively unfamiliar with these World Englishes (WE). Pre-service teachers must be made aware of the legitimacy of WE to become culturally responsive educators. We will describe six different activities designed to promote understanding of WE and English as an International Language (EIL) that pre-service teachers completed during one undergraduate course. The effectiveness of these activities was examined based on written reflections and pre- and post- intervention assessments. The data indicated that all activities were beneficial for raising participant's awareness, tolerance, and respect of WE, especially activity six. Results emphasize the importance of using experiential approaches for the promotion of culturally and linguistically responsive teaching. EIL pedagogy and instructional activities used in this study provides practices that promote the awareness and competence of preservice teachers to use skills necessary to meet the needs of diverse users of English language in their future teaching. Such transformative approaches will foster multilingual appreciation in preservice teachers and provide them with the competences necessary to effectively meet the challenges of the changing demographics of schools.
Publisher:
Berkeley: University of California, Publications Office
Language:
English
Identifier:
ISSN: 1072-4303
EISSN: 1072-4303
Source:
Open Access: DOAJ Directory of Open Access Journals
ERIC Full Text Only (Discovery)
Open Access: Freely Accessible Journals by multiple vendors
ROAD: Directory of Open Access Scholarly Resources
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