Abstract
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.
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 language | English |
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Pages (from-to) | 570 - 585 |
Number of pages | 16 |
Journal | Teachers and teaching: theory and practice |
Volume | 22 |
Issue number | 5 |
DOIs | |
Publication status | Published - 2016 |