scholarly journals Language and Literacy Practices in Teacher Education: Contributions from a Local Agenda

HOW ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 47-61
Author(s):  
Amparo Clavijo-Olarte
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Social Transformation ◽  
Social Practice ◽  
Literacy Practices ◽  
Teacher Educator ◽  
Research Area ◽  
Language Teachers ◽  
Language And Literacy ◽  
University School Partnerships

Language and literacy practices in teacher education are decisive in the education of future language teachers. In this article, I share my beliefs as a teacher educator about language and literacy practices constructed with teachers in Bogota. Thus, my intention is to weave my professional narrative through the connections I can make from theory and praxis to explain teachers´ understandings of language and literacy through their life and literacy experiences and the way they organize their practice as language teachers. My research trajectory of thirty years documenting the local literacy practices within the research area of literacy studies and local pedagogies for social transformation has significantly informed my practice. University-school partnerships and international collaborations for research and teaching in Brazil, Chile, Costa Rica, Manchester, in the USA, and Dundee, in the UK, have nurtured me personally and professionally. My understanding of literacy as a social practice evolved to critical literacies and I developed knowledge in community pedagogies and city semiotic landscapes through reflections and collaborations via working with teachers. Community-based pedagogies (CBPs) invite teachers to see their life and work in relation to places they live and teach as meaningful content for linguistic, social, cultural, ecological, and economic resources to inspire students´ inquiries and teachers´ transformative practices. The city semiotic landscapes are powerful literacies for language learning; therefore, they currently adhere to the research group´s agenda (2019-2021). I describe my understandings, contributions, and suggestions as concerns in the field of teacher education in Colombia. My conclusions raise awareness about the need to address these topics in teacher education programs in Colombia.

Identity, Investment, and Faces of English Internationally

2015 ◽  
Vol 38 (4) ◽  
Author(s):  
Bonny Norton
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Classroom Practice ◽  
English Language ◽  
Literacy Practices ◽  
Language Teachers ◽  
Language And Literacy ◽  
Digital World ◽  
English Language Teachers ◽  
Identity Investment

AbstractThis article has been developed from a keynote address given at the June 2015 Faces of English conference held at the University of Hong Kong. The article examines the trajectory of Bonny Norton’s research on identity and language learning, highlighting her construct of investment, developed as a sociological complement to the psychological construct of motivation (Norton, 2013). An important focus of the paper is the expanded 2015 model of investment (Darvin & Norton, 2015), which responds to the changing communicative landscape of an increasingly digital world, and locates investment at the intersection of identity, capital, and ideology. Norton exemplifies her theories with data drawn from her collaborative research on English language learning in Canada, Pakistan, Uganda, and Iran. With reference to digital storytelling as a promising classroom practice, she argues that the challenge for English language teachers internationally is to promote learner investment in the language and literacy practices of classrooms by increasing the range of identities available to English language learners.

scholarly journals Teacher education

2003 ◽  
Vol 36 (4) ◽  
pp. 277-278
Keyword(s):  
New York ◽  
Teacher Education ◽  
Second Language ◽  
Hong Kong ◽  
Language Learning ◽  
Language Teachers ◽  
Learning And Teaching ◽  
University Of Oxford ◽  
Ann Arbor ◽  
Language And Education

04–644 Donaghue, H. (Shajah Women's College, UAE). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal (Oxford, UK), 57, 4 (2003), 344–351.04–645 Heller-Murphy, Anne and Northcott, Joy (U. of Edinburgh, Scotland, UK). “Who does she think she is?” constraints on autonomy in language teacher education. Edinburgh Working Papers in Applied Linguistics (Edinburgh, Scotland, UK), 12 (2003), 10–18.04–646 LeLoup, J. W. (State U. of New-York-Cortland) and Schmidt-Rinchart, B. A Venezuelan experience: professional development for teachers, meaningful activities for students. Hispania (Ann Arbor, USA), 86, 3 (2003), 586–591.04–647 Macaro, E. (University of Oxford; Email: [email protected]) Second language teachers as second language classroom researchers. Language Learning Journal (Rugby, UK), 27 (2003), 43–51.04–648 Murphy, J. (New College, Nottingham). Task-based learning: the interaction between tasks and learners. ELT Journal (Oxford, UK), 57, 4 (2003), 352–360.04–649 Urmston, Alan (Hong Kong Examinations and Assessment Authority, Hong Kong; Email: [email protected]). Learning to teach English in Hong Kong: the opinions of teachers in training. Language and Education (Clevedon, UK), 17, 2 (2003), 112–137.04–650 Wharton, Sue (University of Aston, UK; Email: [email protected]). Defining appropriate criteria for the assessment of master's level TESOL assignments. Assessment and Evaluation in Higher Education (London, UK), 28, 6 (2003), 649–663.04–651 Wildsmith-Cromarty, Rosemary (University of Natal, Pietermaritzburg, South Africa; Email: [email protected]). Mutual apprenticeship in the learning and teaching of an additional language. Language and Education (Clevedon, UK), 17, 2 (2003), 138–154.

The multilingual turn as a critical movement in education: assumptions, challenges and a need for reflection

2017 ◽  
Vol 8 (1) ◽  
pp. 131-161 ◽  
Author(s):  
Gabriela Sylvia Meier
Keyword(s):  
New York ◽  
Language Learning ◽  
Bilingual Education ◽  
Social Practice ◽  
Decomposition Analysis ◽  
Language Teachers ◽  
Theoretical Pluralism ◽  
Critical Movement ◽  
Critical Perspectives

AbstractThis study establishes the multilingual turn as part of a critical movement in education. It highlights the importance we ought to attach to how we understand the concepts of language, the learners and language learning and related terms, as such assumptions determine what language teachers and learners do in the classroom. A thematic decomposition analysis of 21 chapters, contained in two books both with phrase the multilingual turn in their title (Conteh and Meier 2014, The multilingual turn in languages education: Opportunities and challenges. Bristol: Multilingual Matters; May 2014a, The multilingual turn: Implications for SLA, TESOL and Bilingual education. New York: Routledge), confirms that new critical understandings of these concepts have developed in recent years. While there is not total accord, my findings showed that authors, associated with the multilingual turn, conceive languages as a resource for learning and as associated with status and power; the learners as diverse multilingual and social practitioners; and learning as a multilingual social practice based on theoretical pluralism, consistently guided by critical perspectives. While theoretically relatively well established, the multilingual turn faces important challenges that hamper its translation into mainstream practice, namely popularly accepted monolingual norms and a lack of guidance for teachers. The findings combined with previous research inform a framework to reflect on practice, which may, in the long term, help address the challenges identified.

LANGUAGE TEACHER EDUCATION. Jon Roberts. London: Arnold, 1998. Pp. viii + 346. $70.00 cloth, $19.95 paper.

2000 ◽  
Vol 22 (4) ◽  
pp. 600-601
Author(s):  
Manel Lacorte
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Language Teachers ◽  
Social Dimensions ◽  
Classroom Context ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Learning And Teaching ◽  
Dimensions Of Learning ◽  
Constructivist Perspective

This volume is a valuable contribution to the field of language teacher education (LTE) because of its innovative approach to language learning and teaching as well as its consistent organization. As noted in the introduction, the book is intended for language teachers “who will make, or have made, the step from teaching to training” (p. 1). To this end, the author relates the teachers' experience and understanding of the classroom context to a broadly social constructivist perspective, based on the relevance of the personal and social dimensions of learning to teach.

‘We acted like ELLs’: A pedagogy of embodiment in preservice teacher education

2020 ◽  
pp. 136216882090998
Author(s):  
Anne Marie Guerrettaz ◽  
Tara Zahler ◽  
Vera Sotirovska ◽  
Ashley Summer Boyd
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Rural Areas ◽  
Classroom Teacher ◽  
Teacher Educator ◽  
Language Learner ◽  
Pedagogical Practices ◽  
Language Pedagogy ◽  
K 12 ◽  
Teacher Learners

Many US K-12 teachers in ethnolinguistically homogenous, rural areas are not adequately prepared to meet the needs of their English language learner (ELL) students. Such educators often lack conceptual understanding of language pedagogy and affective investment in ELLs. The field of language teacher education (LTE) needs research on how to better prepare these teachers to serve ELLs. The teacher educator and lead researcher in this article responded to this need, implementing an LTE pedagogy of embodiment for preservice K-12 teacher-learners. Embodiment refers to ways in which a concept or feeling, related to language pedagogy in this case, is made physically or emotionally tangible. Participants – undergraduates in a TESOL survey course – took part in an embodied ELL lesson, which was rich in tasks that the teacher educator had developed years earlier for her own language learner students. In the context of the university teacher education classroom, teacher-learners participated in this authentic ELL lesson. Data include LTE classroom discourse, focus groups, written reflections, and background questionnaires. Findings reveal that two language learning tasks from the embodied lesson especially enabled teacher-learners’ language pedagogy concept learning. Namely, in a timed reading and video enactment, teacher-learners experienced and reflected on language pedagogy concepts related to task sequencing, collaborative interaction, fluency development, and engagement. The participants performed two distinct roles during the embodied lesson: at some moments, they ‘acted like’ language learners while at others like reflective language educators. These teacher-learners reported increased empathy towards ELLs as a consequence of their participation in the embodied lesson. This research offers insights into LTE pedagogical practices that promote preservice K-12 educators’ learning of language pedagogy concepts and their development of empathy for ELLs. By presenting the notion of an LTE pedagogy of embodiment, we contribute to sociocultural frameworks of learning.

Visual accounts of Finnish and Greek teenagers’ perceptions of their multilingual language and literacy practices

2018 ◽  
Vol 9 (2-3) ◽  
pp. 333-364 ◽  
Author(s):  
Anne Pitkänen-Huhta ◽  
Anastasia Rothoni
Keyword(s):  
Young People ◽  
Language Learning ◽  
Literacy Practices ◽  
Meaning Making ◽  
First Language ◽  
Visual Methods ◽  
Language And Literacy ◽  
Personal Meanings ◽  
The Everyday ◽  
The Common

AbstractThis paper uses visual methods to explore how teenagers in two different European countries (Finland and Greece) personally relate to their first language and to English, which is widely used in the everyday lives of young people in both countries. Our data comprise sets of self-made visualizations in which 14- to 16-year-old teenagers depict their personal relationship to their first language (Finnish/Greek) and to English. Theoretically and methodologically, we subscribe to socio-culturally oriented research on (foreign language) literacy and language learning and recent studies on multilingualism. Overall, by offering a detailed account of the variety of representation forms and meaning-making symbols employed by our participants in their visual products, our analysis in this paper highlights the common but also diverse perceptions, values and attitudes that young people from two different European contexts bring to their practices and their encounters with English and other languages in their lives. By revealing the personal meanings and values attached by teenagers to English, our analysis also provides indirect insights into the multiple ways English is locally encountered, appropriated and drawn upon by young people in two different countries to serve their own purposes.

scholarly journals Language teacher education in the age of ambiguity: Educating responsive meaning makers in the world

2018 ◽  
Vol 24 (1) ◽  
pp. 49-59 ◽  
Author(s):  
Magdalena Kubanyiova
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Language Teachers ◽  
Creative Arts ◽  
Social Worlds ◽  
Language Teacher Education ◽  
Language Teacher ◽  
The World ◽  
The Stranger ◽  
Crucial Part

Language learning happens across many sites of social interactions; those scarred by injustices, conflicts and structural violence as well as those characterized by conviviality of human encounters and acts of welcoming the stranger. This article outlines new directions for language teacher education in this age of ambiguity. I propose that its core task should involve educating ‘responsive meaning makers in the world’, that is, teachers who are critically conscious of the politics of their social worlds while, at the same time, committed to growing their capacity to respond to the particular moment of an educational encounter. I suggest that creative arts may play a crucial part in preparing language teachers for such re-envisioned roles.

scholarly journals Digital language teaching after COVID-19: what can we learn from the crisis?

2021 ◽  
pp. 296-301
Author(s):  
Sina Werner ◽  
Can Küplüce
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Language Teaching ◽  
Qualitative Content Analysis ◽  
Language Teachers ◽  
English Language Teaching ◽  
Structured Interviews ◽  
School Closures ◽  
Qualitative Research Design ◽  
First Results

The COVID-19 pandemic and resulting school closures have confronted the educational sector with numerous challenges. This study focuses on how teachers faced these challenges and examines what we can learn from the crisis for prospective digitally-enhanced English language teaching (ELT) and teacher education. It follows a qualitative research design and is based on semi-structured interviews with 20 foreign language teachers. The transcripts were analysed using qualitative content analysis to investigate teachers’ perspectives on their work during the pandemic and to describe needs concerning their professionalisation. First results suggest that Computer Assisted Language Learning (CALL) needs to be integrated better in teacher education to foster teachers’ competences for teaching languages online.

scholarly journals O letramento digital no processo de formação de professores de línguas

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Gabriela Marzari ◽  
Vilson Leffa
Keyword(s):  
Teacher Education ◽  
Critical Discourse Analysis ◽  
Extracurricular Activities ◽  
Digital Literacy ◽  
Teaching Practice ◽  
Literacy Practices ◽  
Historical Context ◽  
Educational Process ◽  
Language Teachers ◽  
Information And Communication

Resumo: No presente artigo, investigamos em que medida as Tecnologias da Informação e Comunicação (TIC) estão presentes na formação de professores de línguas no Brasil, tanto da língua materna quanto de línguas estrangeiras, a partir da identificação de práticas de letramento digital, conforme descritas pelos participantes deste estudo. Com esse objetivo, analisamos as concepções de quinze professores de Letras sobre o papel da tecnologia no ensino de línguas e suas implicações para a prática docente sob a perspectiva da Análise Crítica do Discurso (FAIRCLOUGH, 1989, 1992). A análise revelou que a presença da tecnologia nos cursos de formação de professores de Letras restringe-se, na maioria das vezes, a disciplinas eletivas e atividades extracurriculares. Como consequência, esses professores não se sentem efetivamente preparados para atuar no atual contexto sócio-histórico, profundamente marcado pela presença das TIC. Palavras-chave: Formação de professores. Tecnologia. Letramento digital. DIGITAL LITERACY IN THE EDUCATIONAL PROCESS OF LANGUAGE TEACHERS Abstract: In this paper, we investigate the extent to which Information and Communication Technology (ICT) is present in the educational process of language teachers in Brazil, both Portuguese and foreign languages, by identifying digital literacy practices as described by the participants of this study. With this objective in mind, we analyze the discourse of fifteen language teachers on the role of technology in language teaching and its implications for teaching practice from the perspective of Critical Discourse Analysis (FAIRCLOUGH, 1989, 1992). The analysis showed that the presence of technology in language teacher education courses is limited, in most cases, to elective courses and extracurricular activities. As a result, these teachers do not feel prepared to function effectively in the current socio-historical context, deeply marked by the presence of ICT. Keywords: Teacher education. Technology. Digital literacy. .  

Access, Opportunity, and Curriculum Making Through Multimodal Meaning-Making and Technology Integration in Teacher Education

2020 ◽  
pp. 188-213
Author(s):  
Christi U. Edge
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Literacy Practices ◽  
Meaning Making ◽  
Teacher Educator ◽  
Multimodal Literacy ◽  
Multimodal Texts ◽  
Secondary Reading ◽  
Critical Friends ◽  
Curriculum Making

This chapter describes an investigation into exploring meaning making through multimodal literacy practices and technology integration for teacher education within the context of an online, secondary reading course for K-12 teachers. Through the use of a collaborative conference protocol, discourse with cross-disciplinary critical friends, and visual thinking data analysis strategies, a teacher educator examined existing multimodal literacy practices and then studied course redesign and technology integration. Results include recognizing opportunities for diverse learners to access and use prior knowledge in the construction of new knowledge, reframing the course delivery platform as a multimodal “text,” increasing opportunity for learners to construct and communicate complex understandings through multimodal texts and technology-infused assessments, and learners' curriculum making through transmediation mediated by technology.

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