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From Preservice to Inservice: Can Practicing Foreign Language Learning Online Help Teachers Transfer Linguistic, Cultural, and Technological Awareness Into Teaching English Language Learners?

From Preservice to Inservice: Can Practicing Foreign Language Learning Online Help Teachers Transfer Linguistic, Cultural, and Technological Awareness Into Teaching English Language Learners?

Congcong Wang
Copyright: © 2019 |Pages: 23
ISBN13: 9781522573050|ISBN10: 1522573054|EISBN13: 9781522573067
DOI: 10.4018/978-1-5225-7305-0.ch082
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MLA

Wang, Congcong. "From Preservice to Inservice: Can Practicing Foreign Language Learning Online Help Teachers Transfer Linguistic, Cultural, and Technological Awareness Into Teaching English Language Learners?." Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2019, pp. 1765-1787. https://doi.org/10.4018/978-1-5225-7305-0.ch082

APA

Wang, C. (2019). From Preservice to Inservice: Can Practicing Foreign Language Learning Online Help Teachers Transfer Linguistic, Cultural, and Technological Awareness Into Teaching English Language Learners?. In I. Management Association (Ed.), Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications (pp. 1765-1787). IGI Global. https://doi.org/10.4018/978-1-5225-7305-0.ch082

Chicago

Wang, Congcong. "From Preservice to Inservice: Can Practicing Foreign Language Learning Online Help Teachers Transfer Linguistic, Cultural, and Technological Awareness Into Teaching English Language Learners?." In Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1765-1787. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7305-0.ch082

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Abstract

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

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