Reflective language teacher education: Fostering discourse awareness through critical performative pedagogy
TATE Volume 59, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
Informed by performance studies and an interactional sociolinguistics orientation to meaning- making, this paper investigates how performing, analyzing, and reflecting on reenactments of classroom experience supported our thinking about how we negotiate institutional, societal, and global challenges in multilingual contexts. Two implications for language education and research are discussed: the potential of performance as an instructional tool in fostering reflexivity among teachers and students, and the potential of collaborative critical discourse analysis to support educators in stepping out of their everyday lives to analyze the multifaceted nature of bilingual education.
Harman, R.M., Ahn, S. & Bogue, B. (2016). Reflective language teacher education: Fostering discourse awareness through critical performative pedagogy. Teaching and Teacher Education: An International Journal of Research and Studies, 59(1), 228-238. Elsevier Ltd.