The preparation of linguistically responsive teachers through dialogic online discussion prompts

Sora Suh; Catherine Michener

doi:10.1016/j.tate.2019.04.015

The preparation of linguistically responsive teachers through dialogic online discussion prompts

Sora Suh, Catherine Michener

Language,Literacy,Sociocultural Ed

Research output: Contribution to journal › Article

3 Scopus citations

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	https://doi.org/10.1016/j.tate.2019.04.015
State	Published - Aug 1 2019

All Science Journal Classification (ASJC) codes

Education

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10.1016/j.tate.2019.04.015

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Suh, S., & Michener, C. (2019). The preparation of linguistically responsive teachers through dialogic online discussion prompts. Teaching and Teacher Education, 84, 1-16. https://doi.org/10.1016/j.tate.2019.04.015

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