Abstract
ABSTRACTThe demographic change of Chinese bilingual preservice teachers (herein referred to as trainees) has caused a shift in the practitioner populations in the US This qualitative case study reports on how six female trainees experienced critical language awareness (CLA) as a collective struggle in the language awareness training sessions and in the implementation sessions of the language awareness workshops (LAWs) by expressing their transformative agency. LAWs were designed in two phases; in Phase 1, the trainees first experienced CLA by struggling collectively in the language awareness training sessions held at a higher education institution. In Phase 2, they acted as facilitators of the implementation sessions organised for schoolteachers. Effectiveness surveys and fieldnotes were collected, whilst video recordings of LAWs, debriefing sessions, and pre-and post-interviews were transcribed. The findings suggest that LAWs offered the trainees meaningful contexts for mediating their understanding of CLA during the bilingual teacher preparation programme.
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