Toward humanizing SFL praxis

Coconstructing language teachers' understandings of their intersectional identities via language use

Datos Bibliográficos

ID8935828
AutoresFrancis John Troyan (0000-0002-1498-8043, Department of Teaching and Learning The Ohio State University Columbus Ohio USA, autor de correspondencia), Loretta Fernández (0000-0001-5114-9700, Department of Teaching, Learning and Leading in the School of Education University of Pittsburgh Pittsburgh Pennsylvania USA), Zhenjie Weng (0000-0002-2639-7822, Language and Culture Center Duke Kunshan University Suzhou China), Daniel Scott Ferguson (0009-0009-3154-467X, Department of Teaching and Learning The Ohio State University Columbus Ohio USA), Yuseva Ariyani Iswandari (0000-0001-6867-7323, Department of Teaching and Learning The Ohio State University Columbus Ohio USA), Sarah Avdakov (South‐Western City Schools Grove City Ohio USA)
Año2023
Volumen56
Número4
Páginas888-911
Fecha de publicación2023-08-17
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaForeign Language Annals (JOURNAL)
Identificadores de la revistaISSN: 0015-718X • E-ISSN: 1944-9720
EditorialWiley (PUBLISHER • GB)
DOI10.1111/flan.12720
OpenAlexW4385952670
IdiomaEN
Citas recibidas5
Referencias citadas69

Contextualized within our Projects in Humanization in language teacher education and part of our on‐going collaborative self‐study of our language teacher educator practices, we used multiple case study to examine multimodal representations of cultural and linguistic identities curated by three language teachers—Daniel, Yuseva, and Sarah—and humanizing dialog to engage them in reflection on those identities. The central task, the Language Use Profile —part of the foundations course in our language teacher education programs—guided language teachers in developing their understandings of their bi‐/multilingual language use, language ideologies, and systemic functional linguistics (SFL). In all three cases, examination of language use served as a window for the language teachers to observe their intersectionality or, in some cases, to become aware of it. Each language teacher took up the assignment in different ways, with the task as the context for reflection on language use and identities journeys such as translanguaging to survive , negotiating my identity and being a white woman who learned Spanish . SFL metalanguage served as a tool for the language teachers to make sense of their multidimensional language use. Our findings point to the potential of the Language Use Profile as a means for guiding language teachers in the identity work that is central in humanizing language teacher education

Comprehension approach · Context (archaeology · Language assessment · Language education · Language industry · Linguistics · Metalanguage · Pedagogy · Praxis · Sociology · Sociology of language · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching