Exploring Inservice Teachers’ Language Awareness in Scenario-Based Discussions on Multilinguals’ Language Use

• In Event: Roundtable Session III
  In Roundtable Session: Cultivating Productive Action to Address the Needs of Multilingual Learners

Abstract

This study examines teachers’ language awareness (TLA) as demonstrated in scenario-based discussion in a professional development course. Examining inservice teachers’ scenario-based discussions in an online professional development course, this study shows that teachers explored varied ways of using language depending on social contexts, the reciprocal relationship between individuals’ background and language use, the importance of multilingual learners’ first language in their identity formation. Implications teachers’ on-going collaborative exploration of and reflection on diverse language practices.

Authors

• Kwangok Song, University of Kansas

• Min-Young Kim, University of Kansas

• Zhuofei Lyu, University of Kansas