Concept-Based Language Instruction as the Mediational Means of Novice Language Teacher Development PDF Download
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Author: Alba Garcia Alonso
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Leveraging the effectiveness of Concept-Based Language Instruction (C-BLI) in language teaching and learning, including in the teaching of specific linguistic features of target languages (Negueruela, 2003; Van Compernolle, 2012), pragmatic elements such as sarcasm (Kim & Lantolf, 2018), and even discipline-specific concepts (e.g., Casal, 2020; Kurtz, 2017; Yang & Sang, 2023), this project adds to the emerging scholarship on the use of C-BLI as a means of teacher professional development (Fogal, 2017; Lantolf & Esteve, 2019; Van Compernolle & Henery, 2015; Williams et al., 2013) and argues that C-BLI represents an effective pedagogical frame for language teacher development interventions for novice teachers. A pedagogical intervention was conducted through a course on teaching English as a Second Language, which connected pairs of novice teachers to an existing language course. Pairs were then assigned a target concept from the course syllabus (e.g., conditionals, intonation, tone and register). The intervention used C-BLI as a pedagogical frame through which novice teachers developed their target concept knowledge, created lesson plans, and taught a lesson in their partner course. The intervention also employed narrative inquiry and responsive mediation as means to bring about and mediate novice teacher conceptual development of the target concepts. Data collected consisted of narratives on prior language learning and teaching experiences, weekly reflections, meetings with the teacher educators, practice and actual teaching sessions, stimulated recalls, and final teaching reflections. The novice teachers' evolving conceptual knowledge of their target concepts, as well as the potential understanding and enactment of the principles of C-BLI in educational activity, were understood through both their sociocultural history and the mediational space created in the intervention by the teacher educators. Results from the case studies highlighted the potential benefit of employing C-BLI as a tool to mediate both conceptual understanding of target concepts and orientation to educational activity for novice language teacher teachers, as well as the importance of creating spaces for verbalization of evolving understandings in language teacher education courses. Further, results highlighted the importance of the teacher educator figure enacted as a responsive mediator to provoke and mediate novice teachers' development.
Author: Alba Garcia Alonso
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Leveraging the effectiveness of Concept-Based Language Instruction (C-BLI) in language teaching and learning, including in the teaching of specific linguistic features of target languages (Negueruela, 2003; Van Compernolle, 2012), pragmatic elements such as sarcasm (Kim & Lantolf, 2018), and even discipline-specific concepts (e.g., Casal, 2020; Kurtz, 2017; Yang & Sang, 2023), this project adds to the emerging scholarship on the use of C-BLI as a means of teacher professional development (Fogal, 2017; Lantolf & Esteve, 2019; Van Compernolle & Henery, 2015; Williams et al., 2013) and argues that C-BLI represents an effective pedagogical frame for language teacher development interventions for novice teachers. A pedagogical intervention was conducted through a course on teaching English as a Second Language, which connected pairs of novice teachers to an existing language course. Pairs were then assigned a target concept from the course syllabus (e.g., conditionals, intonation, tone and register). The intervention used C-BLI as a pedagogical frame through which novice teachers developed their target concept knowledge, created lesson plans, and taught a lesson in their partner course. The intervention also employed narrative inquiry and responsive mediation as means to bring about and mediate novice teacher conceptual development of the target concepts. Data collected consisted of narratives on prior language learning and teaching experiences, weekly reflections, meetings with the teacher educators, practice and actual teaching sessions, stimulated recalls, and final teaching reflections. The novice teachers' evolving conceptual knowledge of their target concepts, as well as the potential understanding and enactment of the principles of C-BLI in educational activity, were understood through both their sociocultural history and the mediational space created in the intervention by the teacher educators. Results from the case studies highlighted the potential benefit of employing C-BLI as a tool to mediate both conceptual understanding of target concepts and orientation to educational activity for novice language teacher teachers, as well as the importance of creating spaces for verbalization of evolving understandings in language teacher education courses. Further, results highlighted the importance of the teacher educator figure enacted as a responsive mediator to provoke and mediate novice teachers' development.
Author: Karen E. Johnson
Publisher: Routledge
ISBN: 1135967415
Category : Education
Languages : en
Pages : 270
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Book Description
'... A beautifully written, articulate and compelling argument for a sociocultural perspective on second language teacher education . . . Essential reading for all who wish to understand this perspective.' – David Nunan, University of Hong Kong '...Significant and timely. Johnson is masterful at writing in an engaging, transparent prose about complex concepts. It’s a rare scholar who can write prose like this. Throughout my reading I wanted to engage in dialogue with her – this is a sure sign of a great book." – Diane Tedick, University of Minnesota, USA This book presents a comprehensive overview of the epistemological underpinnings of a sociocultural perspective on human learning and addresses in detail what this perspective has to offer the field of second language teacher education. Captured through five changing points of view, it argues that a sociocultural perspective on human learning changes the way we think about how teachers learn to teach, how teachers think about language, how teachers teach second languages, the broader social, cultural, and historical macro-structures that are ever present and ever changing in the second language teaching profession, and what constitutes second language teacher professional development. Overall, it clearly and accessibly makes the case that a sociocultural perspective on human learning reorients how the field understands and supports the professional development of second language teachers.
Author: Matthew E. Poehner
Publisher: Cambridge University Press
ISBN: 1009194674
Category : Language Arts & Disciplines
Languages : en
Pages : 126
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Book Description
Sociocultural Theory (SCT), as formulated by Russian psychologist L. S. Vygotsky nearly a century ago, is distinct among traditions in the field of second language (L2) studies in its commitment to praxis. According to this view, theory and research provide the orienting basis for practice, which in turn serves as a testing ground for theory (Vygotsky, 1997). This Element offers a synthesis of foundational concepts and principles of SCT and an overview of two important areas of praxis in L2 education: Concept-Based Language Instruction, which organizes language curricula around linguistic concepts, and Dynamic Assessment, a framework that integrates teaching and diagnosing learner L2 abilities. Leading approaches to L2 teacher education informed by SCT are also discussed. Examples from studies with L2 teachers and learners showcase praxis in action, and emerging questions and directions are considered.
Author: Karen E. Johnson
Publisher: Taylor & Francis
ISBN: 1000786234
Category : Foreign Language Study
Languages : en
Pages : 277
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Book Description
In this cutting-edge book on L2 teacher education, experts Johnson, Verity, and Childs demonstrate how praxis-oriented pedagogy grounded in the principles of Vygotskian Sociocultural Theory (VSCT) can have a meaningful impact on L2 teachers’ development. Starting with a clear definition of praxis-oriented pedagogy, the authors lay out a theoretical foundation and document how appropriately designed praxis-oriented L2 teacher education pedagogy supports the development of novice teacher reasoning. Drawing from a longitudinal study of L2 novice teachers, chapters address the teachers’ understanding, learning, and cognitive development and how their capabilities grow in creating and implementing engaging language learning environments for their ESL students. At the core of the book lies a unique set of pedagogical concepts: linguistically compact, conceptually rich chunks of language that function as psychological tools for learning and teaching. By covering teachers’ changes in understanding, reasoning, and pedagogical activities, the book reveals the role that pedagogical concepts play in praxis-oriented pedagogy. Essential reading for language teacher educators, language teachers, and researchers, this book makes the VSCT principles that inform praxis-oriented pedagogy both clear and accessible.
Author: Mark Warschauer
Publisher: Cambridge University Press
ISBN: 9780521667425
Category : Foreign Language Study
Languages : en
Pages : 264
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Book Description
This collection of research in on-line communication for second language learning inlcudes use of electronic mail, real-time writing and the World Wide Web. It analyses the theories underlying computer-assisted learning.
Author: Jacob Rieker
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
While the second language (L2) teacher cognition literature has extensively documented what language teachers think, know, believe, and do (cf. Borg, 2006), far less is known about the dynamics of L2 teacher development arising from engagement with L2 teacher education pedagogies. Addressing this problem, Kubanyiova and Feryok (2015) contend that the field has yet to elaborate a coherent account of the development of L2 teacher expertise and the role of teacher education in systematically and intentionally leading such development. For Kubanyiova and Feryok (2015), two key questions at the core of the L2 teacher cognition enterprise, "[h]ow do language teachers create meaningful learning environments for their students" and "[h]ow can teacher education, continuing professional development, and the wider sociocultural context facilitate such learning in language teachers" (p.435) remain inadequately addressed and ripe for further inquiry. Directly addressing these issues, the present dissertation examines the development of six student-teachers in a Teaching English as a Second Language course at a large mid-Atlantic university as they engaged with and were shaped by a teacher education pedagogical intervention. Grounded in Vygotskian sociocultural theory (Vygotsky, 1987) and concept-based language instruction (C-BLI) (Lantolf, Xi, & Minakova, 2021), the praxis-oriented intervention both documented and provoked the student-teachers' development of a teaching as dialogic mediation instructional stance (Johnson, 2009). Encapsulated in a select coherent set of pedagogical concepts (Johnson, Verity, & Childs, 2023), a teaching as dialogic mediation instructional stance compels L2 teachers to consider the quality and character of their instruction, the relations between their teaching and student engagement, the importance of offering assistance and guidance that is highly responsive to learners' immediate needs and goals, and the reasoning driving their instructional decision-making. Across a series of individual and collective case studies, the results demonstrate the power of the pedagogical concepts embedded in the C-BLI intervention in how the student-teachers took up and productively used these psychological tools to confront the challenges of learning to teach ESL. Also vital to understanding the nature and trajectory of the student-teachers' development were the quality and character of the teacher educators' mediation. The forms of contingent, dynamic, and responsive mediation offered by the teacher educators were essential in leading the student-teachers to confront the developmental dramas they faced in the course and to develop more sophisticated orienting bases of action toward L2 instruction. Concomitantly, the results of the study call into focus the importance of attending to the sociohistorical basis for language teacher development. To make sense of how the student-teacher participants developed, it was critical to consider prior teaching/learning experiences as the prisms through which they interpreted and attempted to take up the praxis-oriented pedagogy to which they were exposed. More broadly, this dissertation represents a concerted, theorized effort to show that high-quality L2 teacher education pedagogy matters for the development of L2 teacher expertise.
Author: B. Kumaravadivelu
Publisher: Routledge
ISBN: 1135607613
Category : Education
Languages : en
Pages : 285
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Book Description
This book traces the historical development of major language teaching methods in terms of theoretical principles and classroom procedures, and provides a critical evaluation of each. Drawing from seminal, foundational texts and from critical commentaries made by various scholars, Kumaravadivelu examines the profession's current transition from method to postmethod and, in the process, elucidates the relationship between theory, research, and practice. The chief objective is to help readers see the pattern that connects language, learning, teaching methods, and postmethod perspectives. In this book, Kumaravadivelu: *brings together a critical vision of L2 learning and teaching--a vision founded at once on historical development and contemporary thought; *connects findings of up-to-date research in L2 learning with issues in L2 teaching thus making the reader aware of the relationship between theory, research and practice; *presents language teaching methods within a coherent framework of language-, learner-, and learning-centered pedagogies, thus helping the reader to see how they are related to each other; *shows how the three categories of methods evolved historically leading ultimately (and inevitably) to the emergence of a postmethod condition; and *provides the reader with a solid background in several interconnected areas of L2 pedagogy, such as concepts of competence, input factors, intake processes, interactional modifications, and instructional design. Understanding Language Teaching: From Method to Postmethod is intended for an international audience of teacher educators, practicing teachers and graduate students, researchers, curriculum planners, and materials designers in the field of second and foreign language teaching.
Author: Yuzo Kimura
Publisher: Springer Nature
ISBN: 3030934675
Category : Education
Languages : en
Pages : 229
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Book Description
This volume highlights unique features of L2 teachers’ motivation, autonomy and career development in Far East counties (including Japan, South Korea and China), using diverse methodological research approaches incorporating both quantitative and qualitative paradigms. While much of current research focuses on students’ psychology, this volume looks into EFL teachers’ motivation and autonomy. Both discussions of theoretical issues of teacher motivation and autonomy and practical, classroom-based investigations are included and written to appeal to researchers, as well as applied teacher audiences. The theoretical chapters give readers a solid grounding in the issues of interest to the field. The practical chapters offer cutting edge insights and can also serve as templates on which postgraduate and postdoctoral researchers can base future studies. This helps the book to offer a dual service to the research community, addressing both issues of theorization of research and the practice of conducting research investigations.
Author: Darren K. LaScotte
Publisher: Springer
ISBN: 9783030981150
Category : Education
Languages : en
Pages : 286
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Book Description
This volume distinguishes itself from existing research on materials design, development, and evaluation, and focuses on material mediation in actual processes of teaching and learning, a subject that has been under-researched in the field of applied linguistics and second language education. This edited volume includes diverse perspectives on the roles that materials play in language learner pedagogy. Moving beyond the field of English language teaching, readers will find novel contributions offering a diversity of language teaching contexts, learner populations, and topics in the theory and/or practice of second and foreign language teaching. Chapters explore the ways in which affordances and constraints of classroom materials impact teachers and learners, while at the same time they bring their own (evolving) resources, identities, beliefs, and expertise to modify and adapt the materials to better suit their local language teaching and learning environments. As such, this text is ideal for use as supplemental reading in a wide variety of applied linguistics, second/foreign language education, TESOL, and instructional course design courses.
Author: Karen E. Johnson
Publisher: Routledge
ISBN: 1136924078
Category : Education
Languages : en
Pages : 300
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Book Description
Embracing a sociocultural perspective on human cognition and employing an array of methodological tools for data collection and analysis, this volume documents the complexities of second language teachers’ professional development in diverse L2 teacher education programs around the world, including Asia, South America, Europe, and North America, and traces that development both over time and within the broader cultural, historical and institutional settings and circumstances of teachers’ work. This systematic examination of teacher professional development illuminates in multiple ways the discursive practices that shape teachers’ knowing, thinking, and doing and provides a window into how alternative mediational means can create opportunities for teachers to move toward more theoretically and pedagogically sound instructional practices within the settings and circumstances of their work. The chapters represent both native and nonnative English speaking pre-service and in-service L2 teachers at all levels from K-12 through higher education, and examine significant challenges that are present in L2 teacher education programs.
