An Examination of ESOL Teachers’ Responses to Student Pronunciation Errors: A Linguistic Identity Perspective

RACZKOWSKI, JESSICA (2019) An Examination of ESOL Teachers’ Responses to Student Pronunciation Errors: A Linguistic Identity Perspective. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

Every day, teachers in a variety of settings are asked to reflect on and support their classroom choices. While we generally think of this as choosing content and activities, teachers are also making choices related to feedback and not only what constitutes an error. but also, if and how to correct these errors. This small-scale study had teachers self-examine their oral corrective feedback choices of student pronunciation errors by completing a survey. The questions pertained to identifying classroom practices regarding oral corrective feedback (OCF) but also included questions on the teachers’ own language learning histories. The study is viewed from a linguistic identities perspective to critically examine the role(s)—if any—language teacher identities (LTI), specifically what Varghese (2017) calls identities in practice, have in shaping classroom OCF decisions.

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Details

Item Type:	University of Pittsburgh ETD
Status:	Unpublished
Creators/Authors:	Creators Email Pitt Username ORCID RACZKOWSKI, JESSICA jkr30@pitt.edu jkr30 0000-0001-6677-1906
ETD Committee:	Title Member Email Address Pitt Username ORCID Committee Chair Donato, Richard donato@pitt.edu donato Committee Member Juffs, Alan juffs@pitt.edu juffs Committee Member Crawford, Patricia pcrawfor@pitt.edu pcrawfor Committee Member Hendry Annegan, Heather heh15@pitt.edu heh15
Date:	25 September 2019
Date Type:	Publication
Defense Date:	20 May 2019
Approval Date:	25 September 2019
Submission Date:	3 September 2019
Access Restriction:	No restriction; Release the ETD for access worldwide immediately.
Number of Pages:	110
Institution:	University of Pittsburgh
Schools and Programs:	School of Education > Instruction and Learning
Degree:	EdD - Doctor of Education
Thesis Type:	Doctoral Dissertation
Refereed:	Yes
Uncontrolled Keywords:	language teacher identities (LTIs), oral corrective feedback (OCF), pronunciation, pronunciation errors, World Englishes, varieties of English
Date Deposited:	25 Sep 2019 15:26
Last Modified:	25 Sep 2019 15:26
URI:	http://d-scholarship.pitt.edu/id/eprint/37450

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