ABSTRACT

This study reports findings from a discursive analysis, informed by discursive psychology (DP), of 43 preservice teachers’ 685 written reflections related to critical language awareness (CLA). The findings highlight the discursive features preservice teachers employed to construct their CLA. Three major patterns of discursive changes were unearthed which make the development of preservice teachers’ CLA visible: change from generic statements to deeper scrutiny; change from broad suggestions to specific recommendations; and change from claiming the known to the curiosity of exploring the unknown. The findings of this study offer insights for teacher educators to make sense of preservice teachers’ discursive changes and features in the process of developing CLA and to create stage-appropriate inductive questions to help preservice teachers engage in continuous critiques through written self-reflections.

摘要

本研究报告了一项由话语心理学 (DP) 提供的话语分析结果，该结果分析了 43 名职前教师的 685 份与批判性语言意识 (CLA) 相关的书面反思。调查结果突出了职前教师用来构建他们的 CLA 的话语特征。发现了三种主要的话语变化模式，使职前教师 CLA 的发展显而易见：从一般陈述到更深入的审查；从广泛的建议转变为具体的建议；并从声称已知转变为探索未知的好奇心。