Arguing for a knowledge-base in language teacher education, then (1998) and now (2018)

2018 ◽  
Vol 24 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Donald Freeman
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
English Language ◽  
Language Use ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teacher Language ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Professional Confidence

This article examines how the concept of a knowledge-base in language teacher education has changed since the 1998 proposal. Arguing that a knowledge-base evolves in two ways: through changes in the field of knowledge, and through changes driven by the work that knowledge supports, I describe two problems: ‘translating’ theory into practice and the ‘positionality’ of those defining what counts as knowledge. The 1998 proposal outlined a work-driven framework in response to the former without fully acknowledging the latter: who is doing English language teaching, with whom, and to what ends. Revising the knowledge-base now depends on taking that positionality into account. With this in mind, I suggest three concepts – of teacher language use (English-for-Teaching), participation and agency, and professional confidence as a measure of outcome – as work-driven alternatives to our present thinking.

scholarly journals Promoting teacher–learner autonomy through and beyond initial language teacher education

2010 ◽  
Vol 44 (1) ◽  
pp. 118-121 ◽  
Author(s):  
Ema Ushioda ◽  
Richard Smith ◽  
Steve Mann ◽  
Peter Brown
Keyword(s):  
Teacher Education ◽  
Curriculum Design ◽  
English Language ◽  
Teaching Experience ◽  
English Language Teaching ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Research And Practice ◽  
Language Studies ◽  
The University

With the growing international market for pre-experience MA in ELT/TESOL programmes, a key curriculum design issue is how to help students develop as learners of teaching through and beyond their formal academic studies. We report here on our attempts at the University of Warwick to address this issue, and consider wider implications for research and practice in initial language teacher education. At the Centre for Applied Linguistics at the University of Warwick, we run a suite of MA programmes for English language teaching professionals from around the world. Most of these courses are for students with prior teaching experience, but our MA in English Language Studies and Methods (ELSM) programme is designed for students with less than two years’ experience and, in fact, the majority enrol straight after completing their undergraduate studies in their home countries.

scholarly journals Developing Module for Entrepreneurship Based Translation and Interpreting Skills Course in English Language Teacher Education

JET ADI BUANA ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 81-91
Author(s):  
Siyaswati Siyaswati ◽  
Dyah Rochmawati
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
Student Teachers ◽  
English Language ◽  
Student Evaluation ◽  
Education Department ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Research Findings ◽  
Teacher Education Department

The present study describes the development of a course module on Entrepreneurship-Based Translation and Interpretation Skills for the students of English Language Teacher Education Department. The module was inspired by empirical research findings about the knowledge base of student teachers. It was created and refined during its three-year application will be reflected upon here, including feedback collected from student evaluation sheets. In the end, the participants responded positively to the course module. The students stated that the module was interesting, relevant and valuable for their later profession. They also emphasized that they now felt more competent in the area of Translation and Interpretation Skills and entrepreneurship.

scholarly journals In-Service LTE Program for Chinese Private Institute English Teachers

2021 ◽  
Vol 5 (8) ◽  
pp. 80-90
Author(s):  
Xiaojing Zhang
Keyword(s):  
Teacher Education ◽  
English Language ◽  
English Language Teaching ◽  
Reflective Practitioner ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Trainee Teachers ◽  
Research Activities ◽  
Program Schedule ◽  
Training Courses

This paper describes a half-year in-service Language Teacher Education (LTE) program, targeting the trainee teachers who work in Chinese private English institutes. This is to better prepare them at the outset of their career. Primarily intending to build the trainee teachers’ professionalism and raise their awareness, an overall illustration of adopted training courses and choice of activities are introduced in this paper. Focusing on integrating instructional knowledge from ESL and English language teaching, the LTE program schedule will allow majority of readers to implement during their daily teaching and research activities. Principles underpinning this program design are illustrated one by one. A course like this may not foster all teachers to become professionals at once, but to be a reflective practitioner can be a reachable goal, as accumulation of professional expertise is based on teachers’ capability of understanding how to reflect on teaching.

scholarly journals Toward a Decolonizing Framework for Equity-Oriented English Language Teacher Education

2021 ◽  
Vol 3 (3) ◽  
pp. 326-347
Author(s):  
Kongji Qin
Keyword(s):  
Teacher Education ◽  
English Language ◽  
White Supremacy ◽  
Nonnative English Speakers ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Speakers ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Linguistic Imperialism

Abstract In this article I critically review the current literature on English language teaching (elt), (neo)colonialism, and empire to advance a decolonizing framework for equity-oriented English language teacher education (elte). This framework first argues that teachers should be supported to understand and confront linguistic imperialism of the English empire to promote plurilingual approaches to elt while developing students’ critical awareness of power. Second, it contends that instead of asking elt professionals to apply Western centered pedagogies that are often ill-suited to their local instructional realities, they should be supported to develop their own praxis. Third, it calls for disrupting epistemological racism to reclaim local knowledge. Lastly, it emphasizes the need to unsettle colonial ontology of white supremacy and native-speakerism that render teachers of color and nonnative English speakers (nnes) as perpetual Others. The article concludes with a call for action to prepare language teachers to disrupt racism, (neo)colonialism, and inequality through their praxis.

scholarly journals LITERACIES AND DIGITAL GAMING: NEGOTIATING MEANINGS IN ENGLISH LANGUAGE TEACHER EDUCATION

2019 ◽  
Vol 11 (01) ◽  
pp. 153-168
Author(s):  
Vanderlei J. Zacchi
Keyword(s):  
Teacher Education ◽  
Digital Literacy ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
Digital Games ◽  
English Language Teaching ◽  
Digital Tools ◽  
Language Teacher Education ◽  
Digital Gaming

Digital epistemologies in the area of literacies and language teaching are becoming increasingly important, due to the radical transformations that our society is undergoing as a result of the advent of the new technologies of communication and of processes linked to globalization. It is a quite relevant and pressing issue, since children and the youth are coming to school in possession of a great deal of knowledge about and competence with digital tools and discourses. On the other hand, there are still a great number of students that lack digital literacy and face difficulties in reading from the screen. Taking into account the fact that the research on digital games and language teaching in Brazil is very incipient, the aim of this project is to examine ways that literacies and digital games can be combined to improve English language teaching in Sergipe and Brazil. Connecting all these topics may bring innovative results with potential to be applied to English language teaching and teacher education and solidify the research in this area.

scholarly journals The Knowledge Base for Language Teacher Education Revisited: A Review

2017 ◽  
Vol 4 (2) ◽  
pp. 27 ◽  
Author(s):  
Charles Ochieng' Ong'ondo
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
English Language ◽  
Review Literature ◽  
Language Teachers ◽  
Language Teacher Education ◽  
Conceptual Foundation ◽  
Second Language Teaching ◽  
Language Teacher ◽  
Pedagogical Reasoning

The debate on the knowledge base for teacher education (TE) in general and language teacher education in particularhas been going on for while with no unanimity on what it should entail. In this paper, I review literature on the issueof the knowledge base, specifically on language teacher education (LTE). The key question guiding this review is:What is the conceptual foundation of the knowledge base for LTE? This suggests that the debate needs to considerpedagogical reasoning as a core pillar of the knowledge base for LTE. At the centre of the concept of pedagogicalreasoning is the need for language teachers to understand the relationships between principles and procedures oflanguage teaching. While this paper focuses on English language, I believe that the issues raised are relevant to anyother second language teaching contexts since the concept of pedagogical reasoning as a basis of the knowledge basefor LTE is not limited to English Language (EL) Contexts.

Teacher engagement in research: Published resources for teacher researchers - Books from regional locations - Gregory Hadley (ed.). Action research in action, Singapore: SEAMEO Regional Language Centre (2003). Pp. iv + 54. ISBN 9971-74-081-8. - Gertrude Tinker Sachs (ed.). Action research in English language teaching. Hong Kong: City University of Hong Kong (2002). Pp. vii + 255. ISBN 962-442-227-3. - Books from governmental initiatives - Simon Borg (ed.). Classroom research in English language teaching in Oman. Oman: Ministry of Education, Sultanate of Oman (2006a). Pp. xii + 136. No ISBN. - Simon Borg (ed.). Investigating English language teaching and learning in Oman. Oman: Ministry of Education, Sultanate of Oman (2008). Pp. xiii + 166. ISBN 978-9948-03-769-9. - Kay Gallagher & Khadar Bashir-Ali (eds.). Action research and initial teacher education in the UAE: Perspectives from teacher education at the Higher Colleges of Technology. Abu Dhabi: HCT Press (2007). Pp. 141. ISBN 978-9948-03-554-1. - Anne Warne, Michael O'brien, Zafar Syed & Mary Zuriek (eds.). Action research in English language teaching in the UAE: Perspectives from teacher education at the Higher Colleges of Technology. Abu Dhabi: HCT Press (2006). Pp. 124. ISBN 9948-03-246-2. - Books from international contexts - Simon Borg (ed.). Language teacher research in Europe. Alexandria, VA: TESOL (2006b). Pp. vii + 206. ISBN 978-1931-18-537-0. - Anne Burns & Jill Burton (eds.). Language teacher research in Australia and New Zealand. Alexandria, VA: TESOL (2008). Pp. vii + 249. ISBN 978-1931-18-547-9. - Christine Coombe & Lisa Barlow (eds.). Language teacher research in the Middle East. Alexandria, VA: TESOL (2007). Pp. vii + 209. ISBN 978-1931-18-541-7. - Thomas S. C. Farrell (ed.). Language teacher research in Asia. Alexandria, VA: TESOL (2006). Pp. vii + 209. ISBN 978-1931-18-533-2. - Leketi Makalela (ed.). Language teacher research in Africa. Alexandria, VA: TESOL (2009). Pp. vii + 124. ISBN 978-1931-18- 554-7. - Hedy M. Mcgarrell (ed.). Language teacher research in the Americas. Alexandria, VA: TESOL (2007). Pp. vii + 203. ISBN 978-1931-18-542-4.

2010 ◽  
Vol 43 (4) ◽  
pp. 527-536 ◽  
Author(s):  
Anne Burns
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Teacher Research ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Ministry Of Education ◽  
Sultanate Of Oman ◽  
Language Teacher ◽  
Colleges Of Technology

scholarly journals A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental Collaboration

2021 ◽  
Vol 23 (1) ◽  
pp. 181-196 ◽  
Author(s):  
Malba Barahona ◽  
Kristin J. Davin
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Education Program ◽  
English Language ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Language Teaching ◽  
The United States ◽  
Language Teacher Education ◽  
Language Teacher

The international trend towards a practice-based approach in teacher education has permeated foreign language teacher education and English language teaching. A practice-based approach is based on the understanding that teachers learn to teach a language by engaging in “actual” teaching rather than “talking” about teaching. We report on the implementation of a practice-based approach in two different contexts: an initial English teacher education program in Chile and an initial foreign language teacher education program in the United States. We provide practical recommendations and areas of caution for future enactments. The findings demonstrate that incorporating a practice-based approach into the university classroom offers a useful affordance for examining and illuminating the complexities of foreign language teaching practice across contexts.

scholarly journals Global Englishes and language teaching: A review of pedagogical research

2020 ◽  
pp. 1-33 ◽  
Author(s):  
Heath Rose ◽  
Jim McKinley ◽  
Nicola Galloway
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Language Teaching ◽  
World Englishes ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Language Teacher Education ◽  
Language Classrooms ◽  
Global Language ◽  
Pedagogical Research

Abstract The rise of English as a global language has led scholars to call for a paradigm shift in the field of English language teaching (ELT) to match the new sociolinguistic landscape of the twenty-first century. In recent years a considerable amount of classroom-based research and language teacher education (LTE) research has emerged to investigate these proposals in practice. This paper outlines key proposals for change in language teaching from the related fields of World Englishes (WE), English as a lingua franca (ELF), English as an international language (EIL), and Global Englishes, and critically reviews the growing body of pedagogical research conducted within these domains. Adopting the methodology of a systematic review, 58 empirical articles published between 2010 and 2020 were shortlisted, of which 38 were given an in-depth critical review and contextualized within a wider body of literature. Synthesis of classroom research suggests a current lack of longitudinal designs, an underuse of direct measures to explore the effects of classroom interventions, and under-representation of contexts outside of university language classrooms. Synthesis of teacher education research suggests future studies need to adopt more robust methodological designs which measure the effects of Global Englishes content on teacher beliefs and pedagogical practices both before and throughout the programme, and after teachers return to the classroom.

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