Cover not available
Part of
Language Teacher Development in Digital Contexts
Edited by Hayriye Kayi-Aydar and Jonathon Reinhardt
[Language Learning & Language Teaching 57] 2022
► pp. 9–28

Chapter 1
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
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
DOI logo
https://doi.org/10.1075/lllt.57.01war
References (49)
References
, A. (2000). Monolingual ideologies in multilingual states: Language, hegemony and social justice in Western liberal democracies. Sociolinguistic Studies/Estudios de Sociolingüística, 1(2), 25–46. DOI logoGoogle Scholar
, R. S. (2014). The English only movement: Revisiting cultural hegemony. Multicultural Perspectives, 16, 229–233. DOI logoGoogle Scholar
, R., & , J. R. (2007). Drawing on the words of others at public hearings: Zoning, Wal-Mart, and the threat to the aquifer. Language in Society, 36(5), 735–756. DOI logoGoogle Scholar
, M., Ell, F., Grudnoff, L., Haigh, M., Hill, M., & Ludlow, L. (2016). Initial teacher education: What does it take to put equity at the center? Teaching and Teacher Education, 57, 67–78. DOI logoGoogle Scholar
, E. (2013). Policy discourses and U.S. language in education policies. Peabody Journal of Education, 88(1), 98–111. DOI logoGoogle Scholar
, J. (2018). Connecting to learn, learning to connect: Thinking together in asynchronous forum discussion. Linguistics and Education, 46, 12–22. DOI logoGoogle Scholar
, D. (1993). But what do children really think? Discourse analysis and conceptual content in children’s talk. Cognition and Instruction, 11(3/4), 207–225. DOI logoGoogle Scholar
(1997). Discourse and cognition. Sage.Google Scholar
, F., Zhang, T., & Franklin, T. (2013). Designing asynchronous online discussion environments: Recent progress and possible future directions. British Journal of Educational Technology, 44(3), 469–483. DOI logoGoogle Scholar
, O., Johnson, S. I., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for Learning. Caslo.Google Scholar
, P. (2016). Rethinking the role of “culture” in educational equity: From cultural competence to equity literacy. Multicultural Perspectives, 18(4), 221–226. DOI logoGoogle Scholar
, N. (1993). Encountering linguistic diversity through letters: Preparing preservice teachers for second language learners. Equity & Excellence in Education, 26(3), 25–30. DOI logoGoogle Scholar
, J. (2012a). Epistemics in action: Action formation and territories of knowledge. Research on Language & Social Interaction, 45(1), 1–29. DOI logoGoogle Scholar
(2012b). The epistemic engine: Sequence organization and territories of knowledge. Research on Language & Social Interaction, 45(1), 30–52. DOI logoGoogle Scholar
, G., Mihatsch, W., & Schneider, S. (2010). Introduction. In G. Kaltenböch, W. Mihatsch, & S. Schneider (Eds.), New approaches to hedging. (pp. 1–14). Emerald. DOI logoGoogle Scholar
, E. (2006). Stance taking in conversation: From subjectivity to intersubjectivity. Text & Talk, 26(6), 699–731. DOI logoGoogle Scholar
, G. (2009). Categories, context, and comparison in conversation analysis. In H. Nguyen & G. Kasper (Eds.), Talk-in-interaction: Multilingual perspectives (pp. 1–28). University of Hawai’i.Google Scholar
, S., & , K. (2017). Socialising epistemic cognition. Educational Research Review, 21(Supplement C), 17–32. DOI logoGoogle Scholar
, (2018). A discursive approach to the analysis of epistemic cognition. Learning, Culture, and Social Interaction, 16, 55–69. DOI logoGoogle Scholar
, G. (2006). It’s not the culture of poverty, it’s the poverty of culture: The problem with teacher education. Anthropology & Education Quarterly, 37(2), 104–109. DOI logoGoogle Scholar
, A. M. (2018). Creating teachers of promise: Growth toward equity-mindedness in a landscape of practice. Teaching and Teacher Education, 71(1), 308–318. DOI logoGoogle Scholar
, A., Edwards, P., & McMillon, G. (2012). Bridging literacy and equity: The essential guide to social equity teaching. Teachers College Press.Google Scholar
, K., & Brett, C. (2015). Dialogic understanding of teachers’ online transformative learning: A qualitative case study of teacher discussions in a graduate-level online course. Teaching and Teacher Education, 46, 72–83. DOI logoGoogle Scholar
, A., Louie, N., Segal, A., & Becher, A. (2020). Taking stock of research on teacher collaborative discourse: Theory and method in a nascent field. Teaching and Teacher Education. DOI logoGoogle Scholar
, R. (1997). English with an accent: Language, ideology, and discrimination in the United States (2nd ed.). Routledge.Google Scholar
, T., Strom, K., Bratkovich, M., & Wnuk, J. (2018). Inservice preparation of mainstream teachers of ELLs: A review of the empirical literature. Educational Forum, 82(2), 156–173. DOI logoGoogle Scholar
, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice teacher education. Theory into Practice, 52(2), 98–109. DOI logoGoogle Scholar
, D. (2013). A case for online English language teacher education. Trustees of the International Research Foundation.Google Scholar
, D. E., & , M. (2018). Online language teacher education: A review of the literature. Aqueduto, Norwich. Retrieved on 5 July 2021 from [URL]Google Scholar
National Center for Education Statistics. (2020). Characteristics of public school teachers. Retrieved on 5 July 2021 from [URL].
, J., Oudghiri, S., Obenchain, K., & Phillion, J. (2020). Preservice teachers’ understandings of social justice within the context of study abroad programs. Theory into Practice, 59(3), 259–268. DOI logoGoogle Scholar
, S. (2000). Placing equity front and center: Some thoughts on transforming teacher education for a New Century. Journal of Teacher Education, 51(3), 180–187. DOI logoGoogle Scholar
, M. F. (2015). Immigrant children in transcultural spaces: Language, learning, and love. Routledge. DOI logoGoogle Scholar
, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.Google Scholar
, J. S., & Anderson, G. (2018). Intentional online discussions in teacher education. The Teacher Educator, 53(2), 167–189. DOI logoGoogle Scholar
, A. (1986). Extreme case formulations: A way of legitimizing claims. Human Studies, 9(2–3), 219–229. DOI logoGoogle Scholar
, J. (2004). Discourse analysis. In M. A. Hardy & A. Bryman (Eds.), Handbook of data analysis (pp. 607–624). Sage. DOI logoGoogle Scholar
(2012). Discourse analysis and . In H. Cooper (Ed.), APA handbook of research methods in psychology: Quantitative, qualitative, neuropsychological and biological (pp. 111–130). American Psychological Association Press. DOI logoGoogle Scholar
, J., & Hepburn, A. (2008). Discursive constructionism. In J. A. Holstein & J. F. Gubrium (Eds.), Handbook of constructionist research (pp. 275–293). Guilford Press.Google Scholar
, H., (1972). On the analyzability of stories by children, In J. J. Gumperz & D. Hymes (Eds.), Directions in sociolinguistics: The ethnography of communication. Rinehart and Winston.Google Scholar
(1992). Lectures on conversation (Vol. 1). Wiley-Blackwell.Google Scholar
, E. A. (1996). Confirming allusions: Toward an empirical account of action. American Journal of Sociology, 161–216. DOI logoGoogle Scholar
, D. S., & Kang, H. S. (2018). Online language teacher education: Practices and possibilities. RELC Journal, 49(3), 369–380. DOI logoGoogle Scholar
, D. (1978). K is mentally ill: The anatomy of a factual account. Sociology, 12(1), 23–53. DOI logoGoogle Scholar
, A. T., Carter, K., & Stoehr, K. J. (2017). Teaching “in their best interest”: Preservice teachers’ narratives regarding English learners. Teaching and Teacher Education, 67, 179–188. DOI logoGoogle Scholar
, S., & Michener, C. J. (2019). The preparation of linguistically responsive teachers through dialogic online discussion prompts. Teaching and Teacher Education, 84, 1–16. DOI logoGoogle Scholar
, K. (2011). What’s in a name? Stance markers in oral argument about marriage laws. Discourse & Communication, 5(1), 65–88. DOI logoGoogle Scholar
, L. A., & , R. O. (2000). Doing discourse analysis: Methods for studying action in talk and text. Sage.Google Scholar
, N., , R., Zhang, G., & Klenke, J. (2010). From stranger to friend: The effect of service learning on preservice teachers’ attitudes toward diverse populations. Journal of Language and Literacy Education, 6(2), 34–50. Retrieved on 5 July 2021 from [URL]Google Scholar