Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6850525 | Teaching and Teacher Education | 2016 | 11 Pages |
Abstract
Informed by performance studies and an interactional sociolinguistics orientation to meaning- making, this paper investigates how performing, analyzing, and reflecting on reenactments of classroom experience supported our thinking about how we negotiate institutional, societal, and global challenges in multilingual contexts. Two implications for language education and research are discussed: the potential of performance as an instructional tool in fostering reflexivity among teachers and students, and the potential of collaborative critical discourse analysis to support educators in stepping out of their everyday lives to analyze the multifaceted nature of bilingual education.
Keywords
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Ruth M. Harman, Soojin Ahn, Brittany Bogue,