Developing Preservice Teachers' Critical Language Awareness Through Written Self-Reflections: A Discursive Psychology Approach

• In Event: Learning to Build Inclusive Classrooms: Promising Preservice Practices

Abstract

This study is guided by critical language awareness (CLA), and uses an adaptation of Nieto’s (2006) multicultural orientation model (Endo, 2015). Through a discursive psychology lens, 685 preservice teachers’ reflections were analyzed to explore how preservice teachers’ written discursive resources can be used to make their CLA visible, and to influence their development of CLA. The findings suggest that the development of CLA is accompanied by patterned changes in discursive choices shown in written reflections. This study offers valuable insights for teacher educators, particularly in how to evaluate progress in preservice teachers’ self-reflection toward an in-depth CLA. Teacher educators may also use the findings to create level-appropriate inductive questions to help preservice teachers engage in continuous critiques through written self-reflections.

Authors

• Lijuan Shi, University of Maryland - College Park

• Kellie Rolstad, University of Maryland

• Maggie Sullivan Marcus, University of Maryland - College Park