Experiencing critical language awareness as a collective struggle: methodological innovations in language awareness workshops

The demographic change of Chinese bilingual preservice teachers (herein referred to as trainees) has caused a shift in the practitioner populations in the US This qualitative case study reports on how six female trainees experienced critical language awareness (CLA) as a collective struggle in the l...

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Bibliographic Details
Published in:Language learning journal 2020-05, Vol.48 (3), p.356-369
Main Authors: Chang, Sharon, Torres-Guzmán, María E., Waring, Hansun Zhang
Format: Article
Language:English
Subjects:
Bilingual Teachers
Bilingualism
Case Studies
Chinese
Chinese Americans
Chinese bilingual teachers
Chinese languages
Critical language awareness
English (Second Language)
Females
Higher education
Language
language awareness workshop
Metalinguistics
Native Language
Preservice Teachers
Second Language Learning
Semiotics
Student Attitudes
Student teachers
Teacher Education Programs
transformative agency
Transformative Learning
Video Technology
Workshops
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Summary:The demographic change of Chinese bilingual preservice teachers (herein referred to as trainees) has caused a shift in the practitioner populations in the US This qualitative case study reports on how six female trainees experienced critical language awareness (CLA) as a collective struggle in the language awareness training sessions and in the implementation sessions of the language awareness workshops (LAWs) by expressing their transformative agency. LAWs were designed in two phases; in Phase 1, the trainees first experienced CLA by struggling collectively in the language awareness training sessions held at a higher education institution. In Phase 2, they acted as facilitators of the implementation sessions organised for schoolteachers. Effectiveness surveys and fieldnotes were collected, whilst video recordings of LAWs, debriefing sessions, and pre-and post-interviews were transcribed. The findings suggest that LAWs offered the trainees meaningful contexts for mediating their understanding of CLA during the bilingual teacher preparation programme.
ISSN:0957-1736
1753-2167
DOI:10.1080/09571736.2020.1740769