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In:Language Teacher Development in Digital Contexts
Edited by Hayriye Kayi-Aydar and Jonathon Reinhardt
[Language Learning & Language Teaching 57] 2022
► pp. 9–28

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Chapter 1
Negotiating equitable language teaching practices

Membership and epistemic stance in asynchronous online discussions

 | University of Nevada, Reno
 | East Tennessee State University
Published online: 20 January 2022
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https://doi.org/10.1075/lllt.57.01war
Abstract
This chapter explores preservice teachers’ (PSTs’) forum discussions in an online language teacher education (OLTE) course to understand how participants discursively construct and display their stance toward equity-enriched pedagogies and practices. Framed in a post-cognitive stance toward epistemics as constructed in interaction, and drawing on conversation analytic membership categorization analysis, findings illustrate how participants’ epistemic stance was contingent on the categories with which they were aligned. While PSTs supported equitable practices around bilingualism when evoking membership categories of language user and course participant, PSTs questioned the possibility of equitable multilingual education when taking up the stance of (future) teacher. This analysis offers insight into the role of OLTE for supporting teacher-learners in building equity-enriched orientations essential for supporting multilingual students.
Article outline
  • Equity-enriched orientations to language teaching
  • Equity-enriched orientations to teacher education
  • Post-cognitive view on epistemic stance
  • Theoretical framework
  • Methods
    • Context and participants
    • Data analysis and warrants
  • Findings
    • Embracing linguistic pluralism and opposing English-only practices
    • Highlighting linguistic pluralism as an equity-enriched practice
    • Being conflicted as a language teacher
  • Discussion and implications for language teacher education in digital contexts
  • Conclusion
  • References
References (49)
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