The
summary of Journal
“Pre-service English
Language Arts teachers’
development of Critical Language
Awareness for teaching.”
by
: Amanda J. Godleya,
Jeffrey Reaserb,1, Kaylan
G. Moorec. May 2015.
This
journal examines
about pre-service English teachers’ (PSTs’) development of Critical Awareness
for teaching through an online course focused on language variation. This
course purposes to
increase PSTs’ understanding of dialect diversity, language ideologies, and
linguistic prejudices for teaching. PSTs are support for the value of all
dialects and literacy instruction that must be honoured the vernacular dialects
used by students and found in literature. It is used to avoid discrimination between
the students’ spoken vernacular dialects
with the students
using Standardized English. In order to effectively teach students having
different dialects,
teachers need to have basic sociolinguistics knowledge. It includes the understanding
that (a) the English
language has various
dialects that are
equally valid and
grammatical, (b) language
varies in different
contexts and communities
in systematic ways,
(c) language use
reflects identity, and
(d) language is
often the basis
for judgments about
people in social affiliation.
In Addition, the content of knowledge is not sufficient for preparing teachers
to teach well. Teachers
must develop pedagogical
content knowledge (PCK)
to explain, frame, assess and evolve the content knowledge for diverse group of
students. Sociolinguistics of PCK includes accurately explaining features of
dialects and grammatical
patterns; evaluating students’
language choices; developing students’
competency in Standardized
Written English; and
teaching about systems
of power and
privilege that are
maintained via language
ideologies. So that, to achieve successful
teaching pre-service
English teachers (PSTs) must
be coupled with learning sociolinguistics of Pedagogical content knowledge (PCK).
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