Using Critical Language Awareness to Address Language, Identity, and Ideologies in Teacher Education

• In Event: Language Ideologies and Language Awareness in Teacher Education

Abstract

This study examines the effectiveness of using critical language awareness (CLA) content to help preservice teachers analyze language and respond to inequalities perpetuated by standard language ideologies in the K-12 classroom. Surveys from 97 preservice teachers were analyzed to determine possible differences in perceptions about language, identity, and standard language ideologies between control (n=51) and experimental (n=46) groups. Results suggest significant differences between the two groups, suggesting that CLA content had a transformative effect on some perception variables, (e.g., identity, language diversity), with some differences moderated by language status and other demographics variables. These findings indicate that a targeted approach to critical language issues can promote preservice teachers’ positive perceptions about supporting equity.

Authors

• Laura J. Mahalingappa, University of Maryland
  Presenting Author

• Nihat Polat, University of Maryland
  Presenting Author