Teacher legitimisation through language(s) use: towards a framework for language teacher education

Abstract

ABSTRACTLanguage teachers are positioned differently depending on whether they are L1 or L2 speakers of the target language. In this article I suggest that, in language teacher education, it can be useful to think explicitly about this positioning as it pertains to both languages rather than just one. I propose a relational two-language continuum based on the constructs of authenticity and legitimacy. The objective of the continuum is to help pre-service foreign language teachers gain legitimacy through two languages in Australian language classrooms. Given the prevalence of monolingual educational structures in Australia, the continuum is primarily viewed as a tool to help a diverse cohort of pre-service teachers think about how to increase communicative target language use in mainstream language classrooms.