Autor según el artículo: Barros-del Rio MA; Álvarez P; Molina Roldán S

Departamento: Pedagogia

Autor/es de la URV: ÁLVAREZ CIFUENTES, PILAR / Molina Roldan, Silvia

Palabras clave: Tesol Teacher professional identity Pre-service teacher education Language Identity Higher education Dialogic gatherings Communities

Resumen: Purpose: This article reports the implementation of a series of Dialogic Gatherings (DGs), a course component in the education of pre-service secondary-education TESOL teachers in Spain. DGs are a successful educational action based on the reading and discussion of books and academic works, which leads to a dialogic construction of knowledge among participants. Design/methodology/approach: Our case study involved seven students, enrolled on a Master's Degree in Secondary Education, with a specialisation in teaching English. Information was gathered during 10 DG sessions and from initial and final reports and student notebooks, as well as from the trainer's observations. Findings: The findings suggested that DGs engaged participants in a critical understanding of the teaching-learning process of English as a Foreign Language, assisting their teacher identity construction process. In addition, the findings pointed both to the reading of scientific sources and to the dialogic methodology as key inputs for the promotion of critically responsive practices for Teaching English to Speakers of Other Languages (TESOL). Originality/value: This exploratory study illustrates the relevance of providing future teachers with meaningful opportunities to reflect upon and to build critical knowledge through the dialogic reading of primary scientific sources as part of the TESOL process.

Áreas temáticas: Literature Linguistics and language Linguistics Linguística e literatura Language and linguistics Filologia, lingüística i sociolingüística Education & educational research Education Educació Classical studies Ciencias sociales Ciencias humanas

Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/

ISSN: 1750-1237

Direcció de correo del autor: silvia.molina@urv.cat

Identificador del autor: 0000-0002-9736-0381

Fecha de alta del registro: 2023-02-19

Versión del articulo depositado: info:eu-repo/semantics/acceptedVersion

Enlace a la fuente original: https://www.tandfonline.com/doi/full/10.1080/17501229.2020.1737075

URL Documento de licencia: http://repositori.urv.cat/ca/proteccio-de-dades/

Referencia al articulo segun fuente origial: Innovation In Language Learning And Teaching. 15 (2): 169-180

Referencia de l'ítem segons les normes APA: Barros-del Rio MA; Álvarez P; Molina Roldán S (2021). Implementing Dialogic Gatherings in TESOL teacher education. Innovation In Language Learning And Teaching, 15(2), 169-180. DOI: 10.1080/17501229.2020.1737075

DOI del artículo: 10.1080/17501229.2020.1737075

Entidad: Universitat Rovira i Virgili

Año de publicación de la revista: 2021

Tipo de publicación: Journal Publications