This article describes a study of TESOL preservice teacher journals that used a thematic linguistic framework of analysis aimed at revealing the extent of their commitment to intercultural communication values, as evidenced by their attitude to cultural differences and stereotyping, and their stance markers. Nearly all entries showed the students’ ability to decenter, question the values of their own culture, and accept the values of the other culture. A minority of students took a nonessentialist view of culture and preferred to look at the influence of social variables such as age on language. On the other hand, a third of all entries contained polarization of overgeneralized cultural differences, juxtaposed negative words, critical intensifiers, negative hyperboles, and triple repetitions of critical hyperboles, all unconvincingly softened by expressions of weak epistemic stance. The article ends with a suggestion of how teacher educators can carry out a similar study of their preservice teachers’ discourse to understand their beliefs and help them become aware of how their attitudes can be revealed by destructive culturalist language.

中文翻译：

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TESOL学生对跨文化交流价值观的承诺的主题语言分析

本文介绍了TESOL职前教师期刊的研究，该期刊使用了主题语言学分析框架，旨在揭示他们对跨文化交流价值的承诺程度，这由他们对文化差异和陈规定型观念的态度及其立场标志证明。几乎所有参赛作品都显示出学生有能力使自己偏心，质疑自己文化的价值观并接受另一种文化的价值观。少数学生对文化采取非本质主义的观点，并且更愿意研究年龄等社会变量对语言的影响。另一方面，所有条目中的三分之一包含过度概括的文化差异，并列的否定词，关键的强化词，否定的双曲线和关键的双曲线的三重重复，认识论立场不强，所有这些都令人信服地软化了。本文最后提出了关于教师教育者如何对职前教师话语进行类似研究的建议，以理解他们的信仰，并帮助他们意识到破坏性的文化主义语言如何展现他们的态度。