Engaging pre-service English teachers with language policy
(2018) In ELT Journal 72(3). p.249-259- Abstract
- Teachers have the potential to be active agents in language policy and planning (LPP) processes when designing lessons or managing linguistic resources in their classrooms. A key consideration, then, is to guide pre-service educators towards an understanding of LPP principles and how they can be applied in practice. The present study documents an interactive LPP roleplay project that was designed to raise awareness among pre-service teachers about how they can engage with policy interpretation and negotiation. The project took place in the context of a sociolinguistics course within an English teacher education program. Following the roleplay, pre-service teachers wrote reflective journals which were analysed inductively in order to... (More)
- Teachers have the potential to be active agents in language policy and planning (LPP) processes when designing lessons or managing linguistic resources in their classrooms. A key consideration, then, is to guide pre-service educators towards an understanding of LPP principles and how they can be applied in practice. The present study documents an interactive LPP roleplay project that was designed to raise awareness among pre-service teachers about how they can engage with policy interpretation and negotiation. The project took place in the context of a sociolinguistics course within an English teacher education program. Following the roleplay, pre-service teachers wrote reflective journals which were analysed inductively in order to investigate how they experienced the roleplay with respect to professional development. Findings show that roleplay helped them see the relevance of policy to educational practice and also provided hands-on experience with the challenges and benefits of negotiating policy interpretations with colleagues. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/a8241c0d-44d4-439b-95fe-0f308e07e726
- author
- Hult, Francis LU
- organization
- publishing date
- 2018
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- language policy, curriculum, teacher education, syllabus, pedagogy, didactics
- in
- ELT Journal
- volume
- 72
- issue
- 3
- pages
- 249 - 259
- publisher
- Oxford University Press
- external identifiers
-
- scopus:85053057521
- ISSN
- 0951-0893
- DOI
- 10.1093/elt/ccx072
- project
- English Education Policy in Sweden: Global and Local Engagement
- language
- English
- LU publication?
- yes
- id
- a8241c0d-44d4-439b-95fe-0f308e07e726
- date added to LUP
- 2017-12-22 14:02:34
- date last changed
- 2022-04-25 04:35:02
@article{a8241c0d-44d4-439b-95fe-0f308e07e726, abstract = {{Teachers have the potential to be active agents in language policy and planning (LPP) processes when designing lessons or managing linguistic resources in their classrooms. A key consideration, then, is to guide pre-service educators towards an understanding of LPP principles and how they can be applied in practice. The present study documents an interactive LPP roleplay project that was designed to raise awareness among pre-service teachers about how they can engage with policy interpretation and negotiation. The project took place in the context of a sociolinguistics course within an English teacher education program. Following the roleplay, pre-service teachers wrote reflective journals which were analysed inductively in order to investigate how they experienced the roleplay with respect to professional development. Findings show that roleplay helped them see the relevance of policy to educational practice and also provided hands-on experience with the challenges and benefits of negotiating policy interpretations with colleagues.}}, author = {{Hult, Francis}}, issn = {{0951-0893}}, keywords = {{language policy; curriculum; teacher education; syllabus; pedagogy; didactics}}, language = {{eng}}, number = {{3}}, pages = {{249--259}}, publisher = {{Oxford University Press}}, series = {{ELT Journal}}, title = {{Engaging pre-service English teachers with language policy}}, url = {{http://dx.doi.org/10.1093/elt/ccx072}}, doi = {{10.1093/elt/ccx072}}, volume = {{72}}, year = {{2018}}, }