Teacher legitimisation through language(s) use: towards a framework for language teacher education

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    Abstract

    Language teachers are positioned differently depending on whether they
    are L1 or L2 speakers of the target language. In this article I suggest that, in
    language teacher education, it can be useful to think explicitly about this
    positioning as it pertains to both languages rather than just one. I propose
    a relational two-language continuum based on the constructs of
    authenticity and legitimacy. The objective of the continuum is to help
    pre-service foreign language teachers gain legitimacy through two
    languages in Australian language classrooms. Given the prevalence of
    monolingual educational structures in Australia, the continuum is
    primarily viewed as a tool to help a diverse cohort of pre-service
    teachers think about how to increase communicative target language
    use in mainstream language classrooms.
    Original languageEnglish
    Pages (from-to)430-441
    Number of pages12
    JournalLanguage Learning Journal
    Volume46
    Issue number4
    DOIs
    Publication statusPublished - 2018

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