Abstract
This study examines how online discussions were used in one language teacher education program. The linguistically responsive teaching (LRT; Lucas & Villegas, 2013) and dialogic affordances of 50 discussion prompts, as well as discursive qualities of engagement in six discussions, were analyzed using content and discourse analyses. Findings indicate that prompts offered opportunities for dialogic engagement with LRT content. Prompts shaped the dialogic engagement of teacher candidates in discussion threads, showing that candidates engaged more critically with dominant sociocultural discourses than with immediate interlocutor contexts. Analyses provide language teacher educators guidance on using online discussions to foster critical engagement.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1-16 |
| Number of pages | 16 |
| Journal | Teaching and Teacher Education |
| Volume | 84 |
| DOIs | |
| State | Published - Aug 1 2019 |
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All Science Journal Classification (ASJC) codes
- Education
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The preparation of linguistically responsive teachers through dialogic online discussion prompts. / Suh, Sora; Michener, Catherine.
In: Teaching and Teacher Education, Vol. 84, 01.08.2019, p. 1-16.Research output: Contribution to journal › Article
TY - JOUR
T1 - The preparation of linguistically responsive teachers through dialogic online discussion prompts
AU - Suh, Sora
AU - Michener, Catherine
PY - 2019/8/1
Y1 - 2019/8/1
N2 - This study examines how online discussions were used in one language teacher education program. The linguistically responsive teaching (LRT; Lucas & Villegas, 2013) and dialogic affordances of 50 discussion prompts, as well as discursive qualities of engagement in six discussions, were analyzed using content and discourse analyses. Findings indicate that prompts offered opportunities for dialogic engagement with LRT content. Prompts shaped the dialogic engagement of teacher candidates in discussion threads, showing that candidates engaged more critically with dominant sociocultural discourses than with immediate interlocutor contexts. Analyses provide language teacher educators guidance on using online discussions to foster critical engagement.
AB - This study examines how online discussions were used in one language teacher education program. The linguistically responsive teaching (LRT; Lucas & Villegas, 2013) and dialogic affordances of 50 discussion prompts, as well as discursive qualities of engagement in six discussions, were analyzed using content and discourse analyses. Findings indicate that prompts offered opportunities for dialogic engagement with LRT content. Prompts shaped the dialogic engagement of teacher candidates in discussion threads, showing that candidates engaged more critically with dominant sociocultural discourses than with immediate interlocutor contexts. Analyses provide language teacher educators guidance on using online discussions to foster critical engagement.
UR - http://www.scopus.com/inward/record.url?scp=85065045206&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85065045206&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2019.04.015
DO - 10.1016/j.tate.2019.04.015
M3 - Article
AN - SCOPUS:85065045206
VL - 84
SP - 1
EP - 16
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
ER -