1887
Volume 1, Issue 2
  • ISSN 2212-8433
  • E-ISSN: 2212-8441
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Abstract

With extensive numbers of English learners in public schools worldwide, content-based language instruction (CBI) is prevalent in the preparation of second language (L2) teaching professionals. This study investigated how aspects of Teacher Language Awareness (TLA) manifest as pre-service L2 teachers develop lesson plans for CBI contexts. The authors examined the interplay between three factors: the participants’ perceived utility of their teacher preparation coursework, the participants’ ability to identify language demands in a content-area text, and the types of pedagogical activities participants suggested for subsequent CBI lessons. Descriptive and qualitative data were obtained by combining a survey with a constructed lesson-planning task. Findings yielded paradoxical results pertaining to participants’ perceptions of language-focused coursework and their ability to apply TLA during CBI lesson plan development.
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/content/journals/10.1075/jicb.1.2.03lin
2013-01-01
2019-12-07
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References

http://instance.metastore.ingenta.com/content/journals/10.1075/jicb.1.2.03lin
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