{"title":"语言包容性TESOL课程设计及其对职前教师教育的影响","authors":"Dylan Thibaut, Irina McLaughlin","doi":"10.15760/nwjte.2022.17.2.11","DOIUrl":null,"url":null,"abstract":"Lack of linguistic awareness prevents teachers from catering to English learners. This study proposed a new linguistically inclusive course and compared pre-service teacher knowledge of the linguistic features of five frequently spoken languages in the course versus standard courses.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"75 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Linguistically Inclusive TESOL Course Design and Its Effect on Pre-Service Teacher Education\",\"authors\":\"Dylan Thibaut, Irina McLaughlin\",\"doi\":\"10.15760/nwjte.2022.17.2.11\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Lack of linguistic awareness prevents teachers from catering to English learners. This study proposed a new linguistically inclusive course and compared pre-service teacher knowledge of the linguistic features of five frequently spoken languages in the course versus standard courses.\",\"PeriodicalId\":298118,\"journal\":{\"name\":\"Northwest Journal of Teacher Education\",\"volume\":\"75 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-05-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Northwest Journal of Teacher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.15760/nwjte.2022.17.2.11\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Northwest Journal of Teacher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.15760/nwjte.2022.17.2.11","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Linguistically Inclusive TESOL Course Design and Its Effect on Pre-Service Teacher Education
Lack of linguistic awareness prevents teachers from catering to English learners. This study proposed a new linguistically inclusive course and compared pre-service teacher knowledge of the linguistic features of five frequently spoken languages in the course versus standard courses.
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