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Co-learning, co-planning, and co-shifting to build critical (trans)language(ing) awareness: case studies from the field.
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- Author(s): Pontier, Ryan W.; Tian, Zhongfeng
- Source:
Educational Linguistics; Jun2024, Vol. 3 Issue 1, p1-8, 8p- Subject Terms:
- Source:
- Additional Information
- Abstract: This article discusses the importance of collaborative work between teachers and teacher educators/researchers in developing critical (trans)language(ing) awareness. The authors argue that previous research has focused on the transfer of knowledge from researcher to teacher, neglecting the role of the teacher educator in the collaborative process. The special issue explores case studies from diverse contexts and languages, highlighting the co-learning, co-planning, and co-shifting that occurs between teachers and researchers. The authors emphasize the dynamic and ongoing nature of developing critical language awareness and recommend collaborative approaches to teaching and learning. [Extracted from the article]
- Abstract: Copyright of Educational Linguistics is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Abstract:
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