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Abstract

This article introduces the dialogic SSS inquiry-based n:.odel developed by the authors as a theoretical and methodological framework for language teacher preparation. The dialogic SSS inquiry-based model suggests that three Ss-second language acquisition (SLA) theories, sociocultural theories regarding SLA, and sociolinguistic theories-should make up the content knowledge in language teacher preparation. However, the content knowledge proposed here is not to be perceived_ as static knowledge. Instead, future language teachers will engage through critical reflection in the exploration of each of these fields in order to gain greater understanding regarding the teaching and learning of a second or additional language. Because the goal of language teacher preparation should be the development of.future reflective practitioners, rather than mere language technicians, we advocate a move away from traditional modes of knowledge transmission in favor of a greater focus on a dialogical and critical mode of knowledge construction.

DOI

10.15760/nwjte.2008.6.1.9

Persistent Identifier

https://archives.pdx.edu/ds/psu/29984

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