Article published in:Journal of Immersion and Content-Based Language Education
Vol. 1:2 (2013) ► pp. 198–225
Teacher language awareness in content-based activity design
With extensive numbers of English learners in public schools worldwide, content-based language instruction (CBI) is prevalent in the preparation of second language (L2) teaching professionals. This study investigated how aspects of Teacher Language Awareness (TLA) manifest as pre-service L2 teachers develop lesson plans for CBI contexts. The authors examined the interplay between three factors: the participants’ perceived utility of their teacher preparation coursework, the participants’ ability to identify language demands in a content-area text, and the types of pedagogical activities participants suggested for subsequent CBI lessons. Descriptive and qualitative data were obtained by combining a survey with a constructed lesson-planning task. Findings yielded paradoxical results pertaining to participants’ perceptions of language-focused coursework and their ability to apply TLA during CBI lesson plan development.
Keywords: L2 teacher education, lesson planning, language objectives, Content-based instruction, Teacher Language Awareness
Published online: 28 June 2013
Cited by 8 other publications
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