Teachers' perceptions and implementations of global Englishes and Frenches in language classrooms
Bibliographic Data
| ID | 8938254 |
|---|---|
| Authors | Ida Chavoshan (0000-0001-6206-4227, Liberal Studies New York University New York City New York USA, corresponding author), Talar Kaloustian (English as a Second Language in the ESL Department at the Community College of Philadelphia Philadelphia Pennsylvania USA), B Wells (Stanford University), Brett David Wells (Department of French and Italian University of Pittsburgh Pittsburgh Pennsylvania USA) |
| Year | 2024 |
| Volume | 57 |
| Issue | 4 |
| Pages | 921-943 |
| Publication date | 2024-09-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12786 |
| OpenAlex | W4402893752 |
| Language | EN |
| Citations received | 1 |
| References cited | 47 |
An important first step to globalizing and decentralizing foreign language education is to clarify current language teachers' perceptions of language varieties and how these perceptions influence their pedagogy. The present study looked at English and French language classrooms in K‐12 and university settings in the United States to compare attitudes around varieties of two dominant global languages with colonial legacies through an anonymous questionnaire completed by 36 language teachers. The study aimed to understand to what extent English and French language teachers drew on the linguistic diversity of the respective languages and if there was a connection between received ideas and attitudes around varieties and approaches taken in language classrooms. Findings suggest that language teachers were influenced by their own language learning histories, leading to a misalignment between teaching beliefs and pedagogical practices. Additionally, language teachers were subject to curricular constraints that influenced their teaching practices around language varieties. Implications for teacher education are discussed
Implementation · Linguistics · Mathematics education · Pedagogy · Perception · Programming language · Sociology · World Englishes · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |