ABSTRACT

This paper presents data collected within the context of a teacher education course designed to raise student teachers’ critical language awareness. Firstly, we describe the process of selecting, editing and constructing a bank of thematic extracts of filmed classroom interactions and interviews for use in teacher education. Secondly, we explore the impact of these materials on students’ willingness and desire to reflect on issues concerning language and consider the ways in which these resources were most effective in fostering student teachers’ empathy and knowledge about language. The data analysis reveals that the use of the filmed extracts, in combination with theoretical readings and discussion, was highly instrumental in helping student teachers to develop a deeper understanding of the issues and the theory behind linguistically inclusive pedagogical practices and in empowering them to act as agents of change.

摘要

本文介绍了在旨在提高学生教师批判性语言意识的教师教育课程中收集的数据。首先，我们描述了选择、编辑和构建用于教师教育的课堂互动和访谈的主题摘录库的过程。其次，我们探索这些材料对学生反思语言问题的意愿和愿望的影响，并考虑这些资源在培养学生教师对语言的同理心和知识方面最有效的方式。数据分析表明，使用拍摄的摘录，结合理论阅读和讨论，