‘Their first language … would be a resource sometimes': preservice English teachers’ preparedness for linguistically responsive teaching

Abstract

While the importance of linguistically responsive teaching (LRT) in multilingual classrooms is well documented, preservice English teachers’ conceptions of LRT and the pertinent sociocultural processes that shape their LRT conceptions and practices remain under-researched. Qualitatively examining the experiences and understandings of 15 preservice English teachers in Hong Kong shared in interviews and written reflections, this study reveals a positive attitude towards LRT in general, but a dissonance between LRT consciousness and LRT knowledge/skills. The study also identifies three distinct profiles of LRT teachers (Explorers, Activists, and Initiators) as well as a range of enabling and debilitating factors in understanding and implementing LRT. These findings call for attention to a need for revisiting mainstream English language teacher education trends and embracing more socio-politically informed linguistically responsive approaches.