Emergent identity and dilemmatic spaces: pre-service teachers' engagement with EAL collaboration

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    Integrationist policies that promote the mainstreaming of English
    language learners are well established in many English-speaking
    countries. This has led to the embedding of English as an additional
    language (EAL) methodology in teacher education, and also to the
    notion of collaboration between English language teachers and
    content area teachers. Teacher positioning is integral to the processes
    of collaboration, and in this article it is argued that both sociocultural
    identity constructs and the notion of dilemmatic spaces can be used
    jointly to explore this positioning. A framework that draws upon
    these two theoretical perspectives is discussed. It was developed to
    investigate pre-service teachers’ (PSTs’) perceptions of collaboration
    with EAL teachers, and is applied to three secondary PSTs who were
    undertaking an EAL methodology course in an Australian university.
    Original languageEnglish
    Pages (from-to)570 - 585
    Number of pages16
    JournalTeachers and teaching: theory and practice
    Issue number5
    Publication statusPublished - 2016

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