Martin and Tara,
I'm not sure if you have read the following article - it doesn't address
the questions directly, but it might be helpful.
Phil
See link for abstract. http://polyglot.lss.wisc.edu/mlj/v86n3.htm
Facilitating Access to Communities of Practice in Language Teaching: Toward
a Socioliterate Approach to Teacher Education
JOHN S. HEDGCOCK
This article proposes that effective language teacher preparation should
facilitate candidates' access to the shared knowledge, discursive
practices, and instructional processes of language teaching (LT) as an
inherently disparate discipline. Whereas the reflective orientation widely
embraced in North American teacher education programs should be preserved,
reflective practice should be promoted within a socioliterate framework.
The author explores the position that teacher education must be grounded
partly (though not exclusively) in what is commonly called "theory," but
that this theoretical dimension should be developed by systematically
examining socioeducational practices. A genre-based, sociorhetorical
approach to LT discourse, it is argued, can build candidates' awareness of
knowledge-construction practices, enhance their declarative knowledge, and
develop their professional skills. By modeling analytic and reflective
processes that focus on disciplinary knowledge, teacher education can help
LT candidates to shape their own professional literacies, enabling them to
participate meaningfully in the profession's many conversations.
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