Chapter published in:
Language Teacher Development in Digital ContextsEdited by Hayriye Kayi-Aydar and Jonathon Reinhardt
[Language Learning & Language Teaching 57] 2022
► pp. 9–28
Chapter 1Negotiating equitable language teaching practices
Membership and epistemic stance in asynchronous online discussions
This chapter explores preservice teachers’ (PSTs’) forum
discussions in an online language teacher education (OLTE) course to
understand how participants discursively construct and display their
toward equity-enriched pedagogies and practices. Framed in a post-cognitive
stance toward epistemics as constructed in interaction, and drawing on
conversation analytic membership categorization analysis, findings
illustrate how participants’ epistemic stance was contingent on the
categories with which they were aligned. While PSTs supported equitable
practices around bilingualism when evoking membership categories of language
user and course participant, PSTs questioned the possibility of equitable
multilingual education when taking up the stance of (future) teacher. This
analysis offers insight into the role of OLTE for supporting
teacher-learners in building equity-enriched orientations essential for
supporting multilingual students.
Keywords: preservice teachers, online course, stance, equity-enriched pedagogy
Article outline
- Equity-enriched orientations to language teaching
- Equity-enriched orientations to teacher education
- Post-cognitive view on epistemic stance
- Theoretical framework
- Methods
- Context and participants
- Data analysis and warrants
- Findings
- Embracing linguistic pluralism and opposing English-only practices
- Highlighting linguistic pluralism as an equity-enriched practice
- Being conflicted as a language teacher
- Discussion and implications for language teacher education in digital contexts
- Conclusion
-
References
Published online: 20 January 2022
https://doi.org/10.1075/lllt.57.01war
https://doi.org/10.1075/lllt.57.01war
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