Abstract

An inclination to advocate is an important orientation for teachers working with emergent bilingual learners; emphasized in both frameworks for teacher education and in teacher education standards. Nevertheless, scholars have only begun to investigate how advocacy is constructed and enacted within online language teacher education coursework designed to promote linguistically responsive pedagogy. This study investigates teacher candidates’ orientations to advocacy by examining asynchronous online discussions to understand how candidates’ personal stances were interactionally constructed. Analysis drew upon critical discursive psychology for its focus on talk/writing as action-oriented and for its emphasis on the ways that constructs traditionally interpreted as cognitive, such as one’s personal beliefs or stance, are made accessible through examining language-in-interaction. Findings demonstrate how candidates oriented to advocacy work as both programmatic and political, while employing specific discursive and conversational features to construct their personal stance within each pattern. This study advances understanding of teacher candidates’ ‘inclination to advocate’ as an essential orientation of linguistically responsive pedagogy and has implications for the planning and design of online language teacher education coursework.

抽象的

对于与新兴双语学习者合作的教师来说，倡导倾向是一个重要的方向。在教师教育框架和教师教育标准中都强调了这一点。尽管如此，学者们才刚刚开始研究在旨在促进语言响应教学法的在线语言教师教育课程中，倡导是如何构建和实施的。本研究通过检查异步在线讨论来了解教师候选人的倡导方向，以了解如何以交互方式构建候选人的个人立场。分析借鉴了批判性话语心理学，因为它着眼于以行动为导向的谈话/写作，并且着重于构建传统上解释为认知的方式，例如一个人的信仰或立场，通过检查交互语言可以访问。调查结果表明，面向倡导者的候选人在计划和政治方面都是如何工作的，同时运用特定的话语和对话功能来在每种模式下树立自己的个人立场。这项研究提高了对教师应聘者的“倡导倾向”的理解，这是语言响应教学法的基本方向，并且对在线语言师范教育课程工作的规划和设计具有重要意义。