Linguistically Inclusive TESOL Course Design and Its Effect on Pre-Service Teacher Education

Authors

Dylan Thibaut, University of Central Florida & Lake Erie College of Osteopathic Medicine/BradentonFollow
Irina McLaughlin, University of Central FloridaFollow

Keywords

Linguistically inclusive, TESOL, pre-service, teacher education, EL, linguistics, ESOL, teacher training, English learner

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. Odds of a correct answer on linguistic questions increased significantly in 28% of the areas tested. The inclusive course showed increased linguistic awareness compared to standard courses.

DOI

10.15760/nwjte.2022.17.2.11

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier

https://archives.pdx.edu/ds/psu/37634

Recommended Citation

Thibaut, Dylan and McLaughlin, Irina (2022) "Linguistically Inclusive TESOL Course Design and Its Effect on Pre-Service Teacher Education," Northwest Journal of Teacher Education: Vol. 17 : Iss. 2 , Article 11.
DOI: https://doi.org/10.15760/nwjte.2022.17.2.11