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Presevice teachers need additional awareness of linguistic diversity and accented English.
Teacher trainers need to better train teachers to work with linguistically diverse populations in culturally appropriate ways?
1:06: This is exceptionally true and I feel that Moody, et al.’s work offers a strong rejoinder to people that argue the teacher training curriculum is too full. It is possible to build awareness raising activities into the existing curriculum. In this case, a variety of awareness raising tools were deployed using a variety of methods, raging from face-to- face definitional activities to web-based, multimedia interactive events.
Preservice teachers show a willingness to engage with the World Englishes paradigm, as a response to stereotyping linguistic behaviors.
1:10: Given an increasing focus on fostering diversity, equity, and inclusion–as well as K-12 ESOL’s focus on culturally responsive teaching–this is a promising finding. It also highlights the possibility of interfaces between current work in world Englishes and the work done in social justice for education. It could also interface with the current anti-bullying pushes in school, uncovering an often overlooked basis for bullying, namely linguistic difference.
The participants were asked to write a reflection on…
1:15: It seems an unexpected finding of this was that reflection on the awareness raising activity it vital. It’s also very important for helping teachers to be more aware of their praxis and philosophy of teaching. It seems that a best practice of the most effective teachers is being critically reflective and putting that reflection into practice.
The data suggest that carrying out awareness raising activities related to linguistic variation increased participants abilities to work with linguistically and culturally diverse students in an ethical way.