| Title: |
Teachers' Perceptions and Implementations of Global Englishes and Frenches in Language Classrooms |
| Language: |
English |
| Authors: |
Ida Chavoshan (ORCID 0000-0001-6206-4227); Talar Kaloustian; Brett David Wells |
| Source: |
Foreign Language Annals. 2024 57(4):921-943. |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
23 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Elementary Secondary Education; Higher Education; Postsecondary Education |
| Descriptors: |
Teacher Attitudes; Language Variation; French; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Language Attitudes; Teaching Methods; Kindergarten; Elementary Secondary Education; Higher Education |
| DOI: |
10.1111/flan.12786 |
| ISSN: |
0015-718X; 1944-9720 |
| Abstract: |
An important first step to globalizing and decentralizing foreign language education is to clarify current language teachers' perceptions of language varieties and how these perceptions influence their pedagogy. The present study looked at English and French language classrooms in K-12 and university settings in the United States to compare attitudes around varieties of two dominant global languages with colonial legacies through an anonymous questionnaire completed by 36 language teachers. The study aimed to understand to what extent English and French language teachers drew on the linguistic diversity of the respective languages and if there was a connection between received ideas and attitudes around varieties and approaches taken in language classrooms. Findings suggest that language teachers were influenced by their own language learning histories, leading to a misalignment between teaching beliefs and pedagogical practices. Additionally, language teachers were subject to curricular constraints that influenced their teaching practices around language varieties. Implications for teacher education are discussed. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1452832 |
| Database: |
ERIC |