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Chinese Foreign Language Online Course Design to Improve English Monolingual Teachers' Awareness of ELLs: A Linguistic, Cultural, and Technological Awareness Development and Transfer Model
Abstract
To improve English monolingual teachers' awareness of obstacles that English language learners (ELL) may encounter at school, in 2012 the author conducted a study to explore preservice teachers' perceptions of learning a foreign language online. No participant had Chinese learning experience and their interest varied. This study suggested that preservice teachers perceived their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with ELLs. However, it was unclear if teachers perceived they could transfer their awareness into teaching practice. Thus, this follow-up study explores in-service teachers' perceptions of linguistic, cultural, and technological awareness transfer in teaching ELLs by asking them to engage and reflect on their experiences with a Chinese language online course. This chapter proposes a model for language teacher linguistic, cultural, and technological awareness development and transfer, as well as discussing issues related to language teacher awareness transfer.
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