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Engaging pre-service English teachers with language policy

Hult, Francis LU (2018) In ELT Journal
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:
author
organization
publishing date
type
Contribution to journal
publication status
epub
subject
keywords
language policy, curriculum, teacher education, syllabus, pedagogy, didactics
in
ELT Journal
ISSN
0951-0893
DOI
10.1093/elt/ccx072
language
English
LU publication?
yes
id
a8241c0d-44d4-439b-95fe-0f308e07e726
date added to LUP
2017-12-22 14:02:34
date last changed
2018-05-29 09:25:38
@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},
  keyword      = {language policy,curriculum,teacher education,syllabus,pedagogy,didactics},
  language     = {eng},
  series       = {ELT Journal},
  title        = {Engaging pre-service English teachers with language policy},
  url          = {http://dx.doi.org/10.1093/elt/ccx072},
  year         = {2018},
}