A dynamic perspective on student language teachers’ different learning pathways in a collaborative context

The chapter considers student teachers’ construction of Grammar Awareness in a collaborative context. Two contrasting case profiles are presented based on interaction data, diaries, and interviews immediately following the course and 15 months later. In analysing learning as a complex process (Larsen-Freeman & Cameron 2008), the Engagement With Language framework (Svalberg 2009) allowed us to consider the interdependent cognitive, affective, and social aspects of engagement. A multidimensional perspective on two radically different pathways to learning and contrasting learner identities (Lantolf & Pavlenko, 2001) is presented. The discussion includes broader considerations of impact on post-course professional identities in TESOL.