From Preservice to Inservice: Can Practicing Foreign Language Learning Online Help Teachers Transfer Linguistic, Cultural, and Technological Awareness into Teaching English Language Learners?

From Preservice to Inservice: Can Practicing Foreign Language Learning Online Help Teachers Transfer Linguistic, Cultural, and Technological Awareness into Teaching English Language Learners?

Congcong Wang
Copyright: © 2015 |Pages: 21
DOI: 10.4018/ijcallt.2015040101
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Abstract

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.
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Literature

Based on a review of the literature on language teacher cognition, language teacher education and teacher awareness development, a model of language teacher awareness development was derived (See Figure 1 for the model).

Figure 1.

Model of language teacher awareness development

ijcallt.2015040101.f01

This model in general depicts a linear process of language teacher awareness development and transfer, from developing awareness in teacher education contexts to transferring awareness to ELL classroom contexts. This is the “ideal” process for which much language teacher education is developed. More specific explanation is below (Adams & Krockover, 1997; Bamard & Burns, 2012; Borko, 2004; Borg, 2003; Gándara, Maxwell-Jolly & Driscoll, 2005; Gatbonton, 2008).

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