"I Should Have Asked Why": Preservice Teachers' Reflections on How They Languaged Relationships With Students

• In Event: Sheraton Roundtable Session 27
  In Roundtable Session: Translanguaging and Languaging: Relationships and Practices

Abstract

Lortie (1977) suggested that teachers teach in the ways they were taught, an oft-repeated maxim in teacher education. If true, to make change teacher educators must help preservice teachers (PTs) imagine the impossibility of teaching in ways they have not experienced. To examine this kind of imagining, this paper takes a languaging stance to explore patterns in how PTs analyzed and reflected on their language use when asked to consider how language positioned and constructed students as humans and as literate. We found that PTs reflected on how their questions and praise functioned in interaction, made connections to course work and culturally relevant pedagogies, and how they languaged their relationships with their students.

Authors

• Michiko Hikida, The Ohio State University - Columbus

• Melissa I. Wilson, The Ohio State University

• Meghan Thomas, The Ohio State University

• Sarah E Jackson, The Ohio State University - Columbus

• Faythe P Beauchemin, The Ohio State University - Columbus

• Megan R. Brown, The Ohio State University

• Jungmin Lee, The Ohio State University - Columbus