Abstract / Description of output
This article describes a study of TESOL student-teacher journals that used a thematic linguistic framework of analysis aimed at revealing the extent of their commitment to IC values, as evidenced by their attitude to cultural differences and stereotyping, and their stance markers. Nearly all entries showed the students’ ability to decenter, question the values of their own culture, and accept the values of the other culture. A minority took a non-essentialist view of culture and preferred to look at the influence of social variables such as age on language. On the other hand, a third of all entries contained polarization of overgeneralised cultural differences, juxtaposed negative words, critical intensifiers, negative hyperboles and triple repetitions of critical hyperboles, all unconvincingly softened by expressions of weak epistemic stance. The article ends with a suggestion of how teacher educators can carry out a similar study of their student-teachers’ discourse to understand their beliefs and help them to become aware of how their attitudes can be revealed by their destructive culturalist language.