Pedagogical Strategies to Diminish Concepts of Language Privileging Among Pre-service Teachers
Pre-service teachers are simultaneously replacing the English Learner’s home language with a foreign language for a significant segment of the student’s day, creating a situation of potential language endangerment. The literature examined concludes that monolingual privileging in the school setting...
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| Format: | Article |
| Language: | deu |
| Published: |
Prof Thomas Tinnefeld
2022-12-01
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| Series: | Journal of Linguistics and Language Teaching |
| Subjects: | |
| Online Access: | https://linguisticsandlanguageteaching.blogspot.com/search/label/81%20Burnley |
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| Summary: | Pre-service teachers are simultaneously replacing the English Learner’s home language with a foreign language for a significant segment of the student’s day, creating a situation of potential language endangerment. The literature examined concludes that monolingual privileging in the school setting can replace the student’s home language, with the result that the respective home language becomes, in this context, endangered. The English learner may express a preference for English even at home, further imperiling the use of his or her home language. To mitigate these circumstances, pre-service teachers can learn to view the English learner’s bilingualism or multilingualism as an additive factor, rather than as a deficit, by linking language loss to culture loss, or language endangerment to cultural endangerment. Among pre-service teachers, this shift in language philosophy can facilitate acceptance of the additive qualities of all languages. Additionally, this perspective can explore concepts of colonialism and language privileging, thereby encouraging a concept of language beyond geographic or cultural borders. Following a bibliographic survey, the paper examines current desired language teaching techniques and strategies that support the pre-service teacher in developing cultural and linguistic empathy and appreciation for the support of the home language during classroom acquisition of English as an additional or second or foreign language. A list of teaching resources to support the comprehension of language endangerment that can be incorporated at the university level when the instruction of pre-service teachers is included. |
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| ISSN: | 2190-4677 |