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Arab World English Journal (AWEJ) Volume 12. Number4 December 2021 Pp. 487-502
Department of Teaching and Learning
College of Education and Human Ecology, The Ohio State University
Columbus, OH. USA
This review examined English as a Second Language (ESL) and English as a Foreign Language (EFL) preservice teacher cognition studies spanning a 17-year period (2005 to 2021). The main objective was to explore the nature and development of preservice ESL and EFL teacher cognitions as they relate to their teacher-education coursework and teaching practice. Findings indicate that preservice ESL/EFL teacher cognitions are complex, multifaceted, recursive, and frequently related to their experiences as language learners. Although studies included in this review were conducted in different international contexts, the findings were consistent: there is a need for supportive and comprehensive preservice-teacher preparation that accounts for three factors. (1) Valuing preservice teachers’ beliefs as language learners, (2) facilitating preservice teachers’ negotiation of newer beliefs resulting from teacher education coursework, and (3) preparing them to negotiate tensions in their interactions with their mentors in field placements. This paper concludes by discussing pedagogical implications for teacher education programs.
Chmarkh, M. (2021). English as a Second Language and English as a Foreign Language Preservice Teacher Cognitions: Research Insights from around the World (2005-2021) Arab World English Journal, 12 (4) 487-502.
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Mustapha Chmarkh is a doctoral candidate in Foreign, Second, and Multilingual Education at the Ohio State University, USA. He is currently working on his doctoral dissertation on counter argumentation in ESL Composition. His research interests include argumentation in ESL, dialogic instruction, scaffolding language learning, and ESL writers and the writing center. ORCID. https://orcid.org/0000-0001-9294-4364