Abstract
When awareness of the current plurality of English and of its implications for teaching is raised in teacher education courses, this perspective will afterwards emerge in teachers’ classrooms. Teachers’ ELF awareness was enhanced in the ENRICH course through reflective activities and in the forum where teachers shared personal views and beliefs about language learning and teaching within an ELF aware approach. In order to investigate the changes occurring during the course, a specific lens was used to analyze a group of participant teachers’ shift in perspective through their interventions when responding to reflective activities. A corpus-based discourse analysis of teachers’ language unveiled their positioning in terms of both their agency and their sense-making in a process of change.
Publisher
Bogazici University Journal of Education, Bogazici University
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献