Teacher Language Awareness in Initial Teacher Education Policy

A Comparative Analysis of ITE Documents in Norway and New Zealand

Datos Bibliográficos

ID5900749
AutoresDania Jovanna Bonne (0000-0003-4597-5306), Sharon Harvey (0000-0003-4548-0119), Mari Skjerdal Lysne
Año2022
Volumen7
Número3
Páginas208
Fecha de publicación2022-08-04
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaLanguages (JOURNAL)
Identificadores de la revistaISSN: 2226-471X • E-ISSN: 2226-471X
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/languages7030208
OpenAlexW4289866404
IdiomaEN
Citas recibidas4
Referencias citadas17

Dramatically increased population flows since at least the 1980s, primarily through economic migration and refugee resettlement, have brought considerable ethnic and linguistic diversity to classrooms around the world. This diversity has been amplified by the rising recognition of in-country indigenous and minority languages. In such plurilingual learning environments, teachers require sophisticated language education skills. They need to be able to teach the dominant language/s across the curriculum, support plurilingual learners, and often teach foreign or additional languages. One conceptual lens through which to analyse the presence of these competencies in current teacher education policy is that of language awareness. While this term originally referred to the raising of student awareness of features and functions of language, it now incorporates knowledge about flexible languaging practices. Through a comparative analysis of the two key teacher education policy documents in Norway and New Zealand, we have investigated how the concept of teacher language awareness is incorporated in high-level policy documents pertaining to ITE in these two countries and how these converge and diverge in their treatment of language awareness. Our in-depth comparison of these important educational policies urges both jurisdictions, as well as others, to be aware of local particularities and broader patterns in meeting the needs of teachers to be plurilingually aware and equipped for 21st-century classrooms

Curriculum · Diversity (politics · Foreign language · Indigenous · Language policy · Mathematics education · Multilingualism · Pedagogy · Political science · Population · Sociology · Teacher education · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching