{'fraction_non_alphanumeric': 0.012392241379310345, 'fraction_numerical': 0.00646551724137931, 'mean_word_length': 6.25390625, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 1, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Developing Pedagogical Content Knowledge And Strengthening Phonological Representations Among Efl Teacher Trainees

This article is concerned with the linguistic aspects of consolidated pedagogical teacher content knowledge that may set the stage for foreign language teacher trainees from L1 consonantal-based orthographies to more effectively teach reading in a vowel-based L2 deep orthography such as English. In accordance with the Linguistic Affiliation Hypothesis, and the Linguistic Phonological and Orthographic Proximity Hypothesis, English foreign language teacher trainees from L1 consonantal-based orthographies may have incomplete or low quality novel L2 phoneme phonological representations as described in the Phonological Distinctness Hypothesis and the Lexical Restructuring Model. These phonological representations are often good enough for accurate reading and speaking, yet, the teacher trainees may need explicit metalinguistic instruction on developing higher quality phonological representations of novel L2 vowel phonemes to more effectively teach reading and spelling in English. Foreign language teacher education programs need to include teacher reading-related content knowledge and language-specific content knowledge in relation to the specific L1 orthographies of the teacher trainee population and of their learners. Meta-linguistic awareness may need to be developed, fine-tuned and stabilized for distinct L2 novel vowel phonological representations not found in the L1 linguistic mental lexicon of teacher trainees. These developing metalinguistic awareness skills and the resulting consolidated teacher trainee pedagogical reading-related teacher content knowledge for teaching reading and spelling effectively in English may improve learner reading outcomes. © 2018 Published by Future Academy www.FutureAcademy.org.UK