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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