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Poetic habits of mind in TESOL teacher preparation

Poetic habits of mind in TESOL teacher preparation

 Melisa Cahnmann-Taylor.
 Taylor & Francis Group, 2019.
 UK : p. 399-415 ; 26 cm. English ISSN: 07908318
Phương pháp giảng dạyVygotskyCreativityGiảng dạy ngôn ngữTesolThơ caLanguage teacher preparationPoetry writing+ 1 từ khóa
Tác giả CN Melisa Cahnmann-Taylor.
Nhan đề Poetic habits of mind in TESOL teacher preparation / Melisa Cahnmann-Taylor, Yohan Hwang.
Thông tin xuất bản UK : Taylor & Francis Group, 2019.
Mô tả vật lý p. 399-415 ; 26 cm.
Tóm tắt This paper examines the possibility of viewing TESOL teachers’ identities through the metaphor of ‘poet-teachers’, viewing second language teachers as creative and collaborative meaning-makers. We analyzed interviews, poems and classroom discourse among 16 Chinese, Vietnamese and English L1 speakers who participated in poetry writing course as a component of their TESOL teacher preparation curriculum. We identified three qualities related to poetic habits of TESOL teacher identity. Firstly, creative (l)imitation which enhances their identities as connected to and expanding from past structures, yielding new future selves. Secondly, the practice of surprising oneself in and through an L2, shifting scripted perceptions of language learning toward improvisational play. Lastly, teaching poetry illuminated the ways in which the language classroom becomes a site for dialogic collaboration, two-way exchanges where creative meaning-making can occur for both teacher and student alike. The results suggest imitation, surprise, and collaboration can create emotionally and linguistically rewarding experiences, encouraging the TESOL educator to identify as co-learners and to grow as interactive producers of meaning, not just passive instructors and receptors of language form.
Thuật ngữ chủ đề Phương pháp giảng dạy-Ngôn ngữ
Từ khóa tự do Vygotsky
Từ khóa tự do Creativity
Từ khóa tự do Giảng dạy ngôn ngữ
Từ khóa tự do Tesol
Từ khóa tự do Phương pháp giảng dạy
Từ khóa tự do Thơ ca
Từ khóa tự do Language teacher preparation
Từ khóa tự do Poetry writing
Từ khóa tự do Studio habits
Tác giả(bs) CN Yohan Hwang
Nguồn trích Language and Education- Vol.33, No 4/2019
MARC
Hiển thị đầy đủ trường & trường con
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100[1 ] |a Melisa Cahnmann-Taylor.
245[1 0] |a Poetic habits of mind in TESOL teacher preparation / |c Melisa Cahnmann-Taylor, Yohan Hwang.
260[ ] |a UK : |b Taylor & Francis Group, |c 2019.
300[ ] |a p. 399-415 ; |c 26 cm.
520[ ] |a This paper examines the possibility of viewing TESOL teachers’ identities through the metaphor of ‘poet-teachers’, viewing second language teachers as creative and collaborative meaning-makers. We analyzed interviews, poems and classroom discourse among 16 Chinese, Vietnamese and English L1 speakers who participated in poetry writing course as a component of their TESOL teacher preparation curriculum. We identified three qualities related to poetic habits of TESOL teacher identity. Firstly, creative (l)imitation which enhances their identities as connected to and expanding from past structures, yielding new future selves. Secondly, the practice of surprising oneself in and through an L2, shifting scripted perceptions of language learning toward improvisational play. Lastly, teaching poetry illuminated the ways in which the language classroom becomes a site for dialogic collaboration, two-way exchanges where creative meaning-making can occur for both teacher and student alike. The results suggest imitation, surprise, and collaboration can create emotionally and linguistically rewarding experiences, encouraging the TESOL educator to identify as co-learners and to grow as interactive producers of meaning, not just passive instructors and receptors of language form.
650[1 7] |a Phương pháp giảng dạy |x Ngôn ngữ
653[0 ] |a Vygotsky
653[0 ] |a Creativity
653[0 ] |a Giảng dạy ngôn ngữ
653[0 ] |a Tesol
653[0 ] |a Phương pháp giảng dạy
653[0 ] |a Thơ ca
653[0 ] |a Language teacher preparation
653[0 ] |a Poetry writing
653[0 ] |a Studio habits
700[ ] |a Yohan Hwang
773[ ] |t Language and Education |g Vol.33, No 4/2019
890[ ] |a 0 |b 0 |c 0 |d 0