This study investigates pre- and post-observation feedback provided to
TESOL teacher candidates who are preparing to work in content-based
instruction/content and language integrated learning contexts, extending
the conceptualization of teacher language awareness (TLA) to candidate
supervision. It examines the extent to which TLA is manifested by supervisors
and teacher candidates within supervision cycles, and explores how supervisors’
focus on language may influence the pedagogical decisions of the teacher
candidates. The results suggest that supervisors with high TLA provide feedback
to candidates’ lessons differently to supervisors with lower language awareness.
These findings have implications for the role supervisors play in TEFL/TESOL
practica

j225

Perpustakaan FITK Pusat

Tersedia

• Teacher language awareness in supervisory feedback cycles

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