Toward a Socioliterate Approach to Second Language Teacher Education.  

Oleh:

Hedgcock, John S.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Modern Language Journal (sebagian Full Text & ada di JSTOR) vol. 86 no. 3 (Sep. 2002), page 299-317.
Topik: Socioliterate Approach; Second Language Teacher Education; Language Teaching
Fulltext: Vol 86 no 3 pp.299-317.pdf (610.27KB)

Isi artikel

This article proposes that effective language teacher preparation should facilitate candidates' access to the shared knowledge, discursive practices, and instructional processes of language teaching (LT) as an inherently disparate discipline. Whereas the reflective orientation widely embraced in North American teacher education programs should be preserved, reflective practice should be promoted within a socioliterate framework. The author explores the position that teacher education must be grounded partly (though not exclusively) in what is commonly called "theory," but that this theoretical dimension should be developed by system- atically examining socioeducational practices. A genre-based, sociorhetorical approach to LT discourse, it is argued, can build candidates' awareness of knowledge-construction practices, enhance their declarative knowledge, and develop their professional skills. By modeling analytic and reflective processes that focus on disciplinary knowledge, teacher education can help LT candidates to shape their own professional literacies, enabling them to participate meaningfully in the profession's many conversations.

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