The Process of Reframing a Linguistic Mindset (RLM) and Its Implications for Professional Development in Education

Abstract

This paper discusses the results of a study that yield information on the process of teachers reframing a linguistic mindset from standard language beliefs to linguistically informed, and proposes the Reframing of a Linguistic Mindset (RLM) model as a means of analysis for more impactful professional development. The participants were fourteen teachers who attended language variation workshops, then integrated linguistically informed content into their curricula throughout the year. The study employed mixed methods data analysis principally from transcribed individual and focus-group interviews. Analysis of the data resulted in a theoretical conceptualization of the reframing of a linguistic mindset as a circular process consisting of five phases: confronting new linguistic information; questioning linguistic information and previously held language beliefs; integrating new linguistic information within social contexts; evaluating relational, emotional and cognitive responses to integrating; and reframed views of language. The RLM model addresses a phenomenon in the reframing process where, not only do the phases repeat and inform each other, but the process can also include juxtaposed contrary views where previously held standard language beliefs are reinscribed, and at the same time a linguistically informed awareness is gained from the experience. Link to paper: https://documentcloud.adobe.com/link/review?uri=urn:aaid:scds:US:f9431a26-b0c9-4b16-b4ca-ca14e76b4c68