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Reflective language teacher education: Fostering discourse awareness through critical performative pedagogy
ARTICLE

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TATE Volume 59, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Informed by performance studies and an interactional sociolinguistics orientation to meaning- making, this paper investigates how performing, analyzing, and reflecting on reenactments of classroom experience supported our thinking about how we negotiate institutional, societal, and global challenges in multilingual contexts. Two implications for language education and research are discussed: the potential of performance as an instructional tool in fostering reflexivity among teachers and students, and the potential of collaborative critical discourse analysis to support educators in stepping out of their everyday lives to analyze the multifaceted nature of bilingual education.

Citation

Harman, R.M., Ahn, S. & Bogue, B. (2016). Reflective language teacher education: Fostering discourse awareness through critical performative pedagogy. Teaching and Teacher Education: An International Journal of Research and Studies, 59(1), 228-238. Elsevier Ltd. Retrieved November 17, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.06.006

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