Chapter published in:
Language Teacher Development in Digital Contexts
Edited by Hayriye Kayi-Aydar and Jonathon Reinhardt
[Language Learning & Language Teaching 57] 2022
► pp. 9–28

Negotiating 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
https://doi.org/10.1075/lllt.57.01war
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