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Linguistic capital of trainee teachers knowledge worth having?

Linguistic capital of trainee teachers knowledge worth having?

 Safford, Kimberly.
 p401-p414 English
Ngôn ngữBilingual/multilingual teachers.Institutional language practices.Language and pedagogy.Linguistic resourcesTeacher funds of knowledge.Teacher language knowledge.
Tác giả CN Safford, Kimberly.
Nhan đề Linguistic capital of trainee teachers: knowledge worth having? / Kimberly Safford and Alison Kelly
Mô tả vật lý p401-p414
Tóm tắt This research is an interpretive study of individual and institutional language practices based on an analysis of quantitative and qualitative data from a large higher education institute of teacher training in Britain. The study explores teacher professionalism in relation to language, examining the ‘invisible’ linguistic and cultural capital of multi-lingual student teachers. This capital is a potentially powerful contribution to student teacher pedagogy and professionalism, but in the two key domains of teacher educa¬tion (university and school) where practitioner ‘funds of knowledge’ are manifested in events and activities, the study reveals how multilingual students struggle to create or access events and activities where they can demonstrate and develop their ‘knowledge in action’. The discussion frames multilingual student teachers and multilingual pupils as mirror participants in monolingual institutions and explores issues of subordination, investment and empowerment in relation to language use. The study presents multilin¬gual student teachers as multi-competent language users who could positively influence wider pedagogic knowledge and practices but who are prevented from activating their linguistic, cultural and community expertise through institutional and professional lack of recognition
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Bilingual/multilingual teachers.
Từ khóa tự do Institutional language practices.
Từ khóa tự do Language and pedagogy.
Từ khóa tự do Linguistic resources
Từ khóa tự do Teacher funds of knowledge.
Từ khóa tự do Teacher language knowledge.
Tác giả(bs) CN Kelly, Alison.
Nguồn trích Language and education- 2010, Vol 24, N.5
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a This research is an interpretive study of individual and institutional language practices based on an analysis of quantitative and qualitative data from a large higher education institute of teacher training in Britain. The study explores teacher professionalism in relation to language, examining the ‘invisible’ linguistic and cultural capital of multi-lingual student teachers. This capital is a potentially powerful contribution to student teacher pedagogy and professionalism, but in the two key domains of teacher educa¬tion (university and school) where practitioner ‘funds of knowledge’ are manifested in events and activities, the study reveals how multilingual students struggle to create or access events and activities where they can demonstrate and develop their ‘knowledge in action’. The discussion frames multilingual student teachers and multilingual pupils as mirror participants in monolingual institutions and explores issues of subordination, investment and empowerment in relation to language use. The study presents multilin¬gual student teachers as multi-competent language users who could positively influence wider pedagogic knowledge and practices but who are prevented from activating their linguistic, cultural and community expertise through institutional and professional lack of recognition
650[1 7] |a Ngôn ngữ |2 TVĐHHN.
653[0 ] |a Bilingual/multilingual teachers.
653[0 ] |a Institutional language practices.
653[0 ] |a Language and pedagogy.
653[0 ] |a Linguistic resources
653[0 ] |a Teacher funds of knowledge.
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700[1 ] |a Kelly, Alison.
773[ ] |t Language and education |g 2010, Vol 24, N.5
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