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Author: Lesley Harbon
Publisher: Cambridge Scholars Publishing
ISBN: 1443866326
Category : Language Arts & Disciplines
Languages : en
Pages : 200
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Book Description
Language Teachers’ Narratives of Practice is a collection of seventeen essays that examine personal and professional stories of, and by, language teachers in diverse Australian contexts. The voices of twenty-one Australian language teachers in all, describe teachers’ own linguistic and cultural, personal and professional narratives, and how each narrative has informed the construction of their classroom language teaching practice to suit their teaching contexts. We see how teachers make individual responses to emerging pedagogies, developed through the lens of their personal experience and understanding of language and culture. In our invitations to these teachers to contribute chapters to the book, we have encouraged them to make visible the diversity within the Australian language teaching context. This is a new resource for use in a professional development context, for pre-service teachers, in-service teachers, tertiary teacher educators and researchers. This resource will serve as a practical text for teachers to draw on, to extend their own professional knowledge and classroom practice in relevant, useful and diverse areas. The narratives can be examined as case studies of teacher identity and life-worlds, development of pedagogies, intercultural learning, and the differentiation and adaptation needed in particular environments, within a diverse environment such as Australia.
Author: Lesley Harbon
Publisher: Cambridge Scholars Publishing
ISBN: 1443866326
Category : Language Arts & Disciplines
Languages : en
Pages : 200
Get Book Here
Book Description
Language Teachers’ Narratives of Practice is a collection of seventeen essays that examine personal and professional stories of, and by, language teachers in diverse Australian contexts. The voices of twenty-one Australian language teachers in all, describe teachers’ own linguistic and cultural, personal and professional narratives, and how each narrative has informed the construction of their classroom language teaching practice to suit their teaching contexts. We see how teachers make individual responses to emerging pedagogies, developed through the lens of their personal experience and understanding of language and culture. In our invitations to these teachers to contribute chapters to the book, we have encouraged them to make visible the diversity within the Australian language teaching context. This is a new resource for use in a professional development context, for pre-service teachers, in-service teachers, tertiary teacher educators and researchers. This resource will serve as a practical text for teachers to draw on, to extend their own professional knowledge and classroom practice in relevant, useful and diverse areas. The narratives can be examined as case studies of teacher identity and life-worlds, development of pedagogies, intercultural learning, and the differentiation and adaptation needed in particular environments, within a diverse environment such as Australia.
Author: Bedrettin Yazan
Publisher: Routledge
ISBN: 1000076105
Category : Education
Languages : en
Pages : 279
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Book Description
This volume draws on empirical evidence to explore the interplay between language teacher identity (LTI) and professional learning and instruction in the field of TESOL. In doing so, it makes a unique contribution to the field of language teacher education. By reconceptualizing teacher education, teaching, and ongoing teacher learning as a continuous, context-bound process of identity work, Language Teacher Identity in TESOL discusses how teacher identity serves as a framework for classroom practice, professional, and personal growth. Divided into five sections, the text explores key themes including narratives and writing; multimodal spaces; race, ethnicity, and language; teacher emotions; and teacher educator-researcher practices. The 15 chapters offer insight into the experiences of preservice teachers, in-service teachers, and teacher educators in global TESOL contexts including Canada, Japan, Korea, Norway, Sri Lanka, Turkey, the United Kingdom, and the United States. This text will be an ideal resource for researchers, academics, and scholars interested in furthering their knowledge of concepts grounding LTI, as well as teachers and teacher educators seeking to implement identity-oriented approaches in their own pedagogical practices.
Author: Takaaki Hiratsuka
Publisher: Routledge
ISBN: 9781003248729
Category : Education
Languages : en
Pages : 234
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Book Description
"This book provides insights for both native language teachers and local language teachers alike who conduct team-taught lessons by revisiting the topic of foreign assistant language teachers (ALTs), the Japan Exchange and Teaching (JET) program, and team teaching. This book is innovative in that (a) it is the first to elucidate ALTs' experiences comprehensively, across both historical time (i.e., prior to, during, and after the JET program) and social space (i.e., inside and outside the school), thereby revealing their multiple identities that they come to construct and reconstruct over time and (b) it explores the meanings and perspectives of particular phenomena that ALTs experience within their specific social settings from their own individual points of view. This inquiry does this by using personal narrative accounts gathered from multiple participants. Through these narrative accounts, Hiratsuka formulates a conceptualization of ALT identity, an effort that has hitherto been neglected. As a consequence, this book offers several practical and empirical applications of the conceptualization to future endeavors involving native language teachers and those who engage with them, including the key stakeholders of local language teachers, their local boards of education, the governments, and language learners across the globe"--
Author: Anna De Fina
Publisher: John Wiley & Sons
ISBN: 1119052149
Category : Language Arts & Disciplines
Languages : en
Pages : 483
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Book Description
Featuring contributions from leading scholars in the field, The Handbook of Narrative Analysis is the first comprehensive collection of sociolinguistic scholarship on narrative analysis to be published. Organized thematically to provide an accessible guide for how to engage with narrative without prescribing a rigid analytic framework Represents established modes of narrative analysis juxtaposed with innovative new methods for conducting narrative research Includes coverage of the latest advances in narrative analysis, from work on social media to small stories research Introduces and exemplifies a practice-based approach to narrative analysis that separates narrative from text so as to broaden the field beyond the printed page
Author: Vivian Maria Vasquez
Publisher: Routledge
ISBN: 1136175571
Category : Education
Languages : en
Pages : 138
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Book Description
How can teacher educators engage pre-service and in-service teachers in learning about and framing their teaching from a critical literacy perspective? What does this mean? Why is it important? To address these questions, this book offers a theoretical framework and detailed examples, pedagogical resources, and insights into ways to build critical literacies with teachers in and out of school. Its unique contribution is to bridge critical literacy theory and teacher education. Participants in teacher education programs and professional development settings are often reminded of the need to build curriculum using children’s inquiry questions, passions and interests but generally this message is delivered only through telling (lectures) or showing (examples from other people’s classrooms). This book advances critical literary by explaining and illustrating how teacher educators can do much more—by creating opportunities for pre-service and in-service teachers to "live critical literacies" through experiencing firsthand what it is like to be a learner where the curriculum is built around teachers’ own inquiry questions, passions, and interests.
Author: Lesley Harbon
Publisher: Cambridge Scholars Publishing
ISBN: 1443873861
Category : Education
Languages : en
Pages : 199
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Book Description
Language Teachers’ Professional Knowledge Landscapes is a collection of fourteen narratives from teachers of different languages, at different school levels, in different contexts across Australia. This volume brings together not simply language teacher stories, but also more political stories of the problems associated with school programs and contexts. Highlighted through these stories are some of the major political issues in schools that impact language teachers’ work, and their students’ success in sustained language study. The book is conceptually framed by the work of Clandinin and Connelly (1996) and their notion of ‘levels’ of stories told by teachers about their classrooms: the secret, the sacred and the cover stories. The term ‘professional knowledge landscape’ is used to indicate how teachers can critically situate their work, and thereby understand it better. The collection includes the stories of two outstanding primary language educators, and a story of mixed success in a rural program in teaching the local Aboriginal language (Ngarrabul). There are stories of frustration with policy failures, particularly in supporting the learning of Asian languages. Many of the teacher narrators ask the confronting question: ‘What blocks language learning in Australia?’ They offer the strategies which they have developed, that they see making a difference. Other narratives offer autoethnographic tracking of careers, for example, as a teacher of Latin and Classics, Japanese, French, Spanish, Russian, and of teachers’ ongoing vigour and creativity in advocacy. A number of teachers examine their own identity story for the intercultural learning, which they then offer and extend in student learning. Consistently expressed, there is the need for teachers to take up individual responsibility, while still being strongly supported by their professional community: ‘It is us’ who make the difference, one teacher concludes. Supported by a strong Foreword by Canadian scholar F. Michael Connelly, this ground-breaking collection of narratives represents a form of social research in providing critical illustrations of the issues needing attention for national language education enhancement. It is the only extended inquiry into language teaching in the context of an active policy initiative environment, and the first volume to address the language education landscape through the voices of active language teachers.
Author: Amy B. Gooden
Publisher: University of Michigan Press ELT
ISBN: 0472037935
Category : Education
Languages : en
Pages : 153
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Book Description
This casebook is designed to broaden L2 teacher knowledge, thinking, and practice with regard to making language and learning accessible to all students. Language teachers are especially accountable for promoting socially just, inclusive, decolonizing, and multicultural pedagogical practices and curricula; at this critical juncture in history, this book is intended to raise language teachers’ awareness of the importance of critically examining and reflecting on the intersectionality of language education and inclusive pedagogical practices. Language teacher educators can use this text in their courses and workshops to build on and extend theoretical foundations, while making critical practical connections. The 12 cases presented here cover a range of inclusive language teaching and learning issues that practitioners are likely to face in their respective teaching contexts. All the cases are based on real-life dilemmas faced by practitioners in the field and have been informed by discussions with pre-service and in-service student teachers. The cases represent a range of classroom contexts: K–12 ESL/sheltered English immersion, world foreign language, and post-secondary EAP; private, charter, and public schools; and urban and suburban settings. The cases are accompanied by pre- and post-problem sets and in-class discussion questions. This volume applies the case-based pedagogy often used in some fields to that of second language teacher education to encourage pre- and in-service teachers to grapple with the types of dilemmas and decisions teachers confront every day. The cases here are not intended as exemplars of practice to be emulated or illustrations of existing theories; instead, they are problem-based narratives that resist clear-cut answers or solutions and remain open ended to stimulate further investigation and reflection. The goal is to mimic the complexity of the classroom where teachers confront a range of pedagogical and learning challenges, and the ensuing experience requires critical, real-time decisions that demand keen professional discernment.
Author: A. Cendel Karaman
Publisher: Routledge
ISBN: 1000374211
Category : Education
Languages : en
Pages : 201
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Book Description
This book explores the reflective potentialities offered by analyses of teachers’ professional learning narratives. The book has a specific focus on narratives on professional learning and professional identities emerging from different contexts and gives a deeper understanding of successful teachers’ narratives globally. Diverging from universally standardized constructions of idealized teacher identity and professional learning, the book provides analyses of a diversified set of cases with detailed descriptions of each teacher’s idiographic and professional context to gain a deeper understanding of situated professional identities. With contributions from a range of international backgrounds, it shows teachers of various age groups, subject areas and curricula contribute their narratives to help readers reflect on different trajectories toward becoming a teacher. These narratives provide insight into and a deeper understanding of the conditions and complex processes that being a "successful" teacher involves within these case studies, providing a useful contribution to the field of teacher education. Professional Learning and Identities in Teaching: International Narratives of Successful Teachers will be of great interest to researchers, academics, and post-graduate students of teacher education and international and comparative education.
Author: Clarena Larrotta
Publisher: Multilingual Matters
ISBN: 1788923197
Category : Education
Languages : en
Pages : 180
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Book Description
This book centralizes the narratives of adult English language learners, teachers, and trainee teachers in the development of a humanistic language pedagogy; their strengths, concerns, and stories inform this practical guide to adult literacy development and English language-culture learning and teaching. The author sets the need to educate the whole person, and to focus on the adult learner’s strengths and assets, against a background of rigorous research and practical experience. This book combines evidence-based pedagogy with a passionate belief in the centrality of the learner and the importance of education and will be invaluable to all those involved in teaching and training related to adult English language learners.
Author: Julian Kitchen
Publisher: Emerald Group Publishing
ISBN: 0857245929
Category : Education
Languages : en
Pages : 314
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Book Description
Explores how individuals' identity and personal practical knowledge are being formed, shifted or interrupted through moments in teacher education.
