scholarly journals Teletandem and telepresence: Rethinking the cultural component in language teaching and language teacher education

2015 ◽  
Vol 31 (3) ◽  
pp. 781-800
Author(s):  
Ana Cristina Biondo SALOMÃO
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
New Technologies ◽  
Language Teaching ◽  
Learning Context ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Body Of Knowledge ◽  
Cultural Experiences ◽  
Cultural Component

ABSTRACT This articles discusses some of the results of a qualitative ethnographic research on foreign language teacher's conceptions of culture in an extension course for continuing education in the virtual collaborative learning context of "Teletandem Brazil: foreign languages for all", UNESP. The results have implications for the fields of language teaching and learning mediated by new technologies and teacher education. They suggest that telepresence in teletandem provided a means for dialogically undergoing the complexities of cultural experiences. Grounded in real world interaction, these experiences can lead to the change of the knowledge base of language teacher education for intercultural communication and the teaching and learning of culture. Culture can, then, be dissociated from the idea of a homogeneous, fixed and transparent body of knowledge.

Core Practices for World Language Teaching in the United States During the COVID-19 Pandemic

2022 ◽  
pp. 24-40
Author(s):  
Francis John Troyan ◽  
Emre Başok ◽  
David R. Carr
Keyword(s):  
United States ◽  
Teacher Education ◽  
Language Teaching ◽  
The United States ◽  
Language Teachers ◽  
World Language ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Core Practices ◽  
Based Instruction

This chapter presents the results of a nationwide questionnaire of world language teachers in the United States (n=135) that sought to examine how they perceived the impact of the COVID-19 pandemic on their ability to enact certain “core practices” for world language teaching. Quantitative analysis of Likert items and qualitative analysis of open-ended questions allowed for the examination of the teacher's perceptions of their practice related to three core practices that have been identified as essential to the work of contextualized, standards-based instruction. The findings contribute to an understanding of the realities of world language teaching during the COVID-19 pandemic, the disruptions created by it, and the challenges faced in carrying out the work of world language teaching. Given these insights, suggestions are made for ways forward for the work in core practices in world language teacher education, as well as for pedagogies for practice-based world language teacher education.

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 Connotations of Language Teacher Autonomy

2017 ◽  
Vol 10 (10) ◽  
pp. 134
Author(s):  
Ligang Han
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Autonomy ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Education Teacher ◽  
Working Definition

With the research on the development of learner autonomy in foreign language education, teacher autonomy has become a hot topic in the research of foreign language teacher education. However, it is the most difficult question to define language teacher autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on teacher autonomy in language teaching and learning, the focus of the present paper is to clarify the connotations of language teacher autonomy and a working definition is made.

scholarly journals INSIDE AN ENGLISH LANGUAGE TEACHER EDUCATION PROGRAM IN VIETNAM: STUDENTS’ MOTIVATIONS FOR TEACHING AND THEIR INTENTIONS TO TEACH

2020 ◽  
Vol 36 (3) ◽  
Author(s):  
Tran Thi Hong Duyen ◽  
Cao Thuy Hong
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
English Language ◽  
Expert Knowledge ◽  
Learning Experience ◽  
Influential Factors ◽  
Social Utility ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Senior Students

Recent years have witnessed a decrease in both the number and quality of students enrolling in English Language Teacher Education (ELTE) programs. Those ELTE graduates also tend to pursue careers other than teaching. Given the great demand for English language learning at the moment, such low motivation for teaching is undesirable. This study was thus conducted to investigate motivations for teaching of senior students at a language teacher education institution in Vietnam as well as the correlations between these motivating factors and their intentions to teach. Data was collected from 114 senior students using questionnaires, and analyzed using SPSS (version 20.0). Findings from the study suggested that (a) participants displayed a positive prospect of pursuing teaching career; (b) prior teaching and learning experience, making social contribution, and shaping future of children/adolescents were the most influential factors while fallback career, job transferability, and time for family were the least endorsed ones; (c) although teaching is perceived to be part of a respected profession that requires expert knowledge and emotional devotion, teachers are generally underpaid; (d) significant relations were observed between intrinsic career value, satisfaction with choice, social utility values, perceived ability, and prior teaching and learning experience and intentions to teach.

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.

Examining International Telecollaboration in Language Teacher Education

2018 ◽  
pp. 322-345 ◽  
Author(s):  
Geoff Lawrence ◽  
Elana Spector-Cohen
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Master's Programs ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Use Of Technology ◽  
Teacher Learners

This chapter presents findings of case study action research examining the impact of technology-mediated collaboration between teacher-learners in two graduate-level Applied Linguistics Master's programs in Canada and Israel. To date, little research has been conducted on international telecollaborative exchanges in language teacher education programs. This chapter will discuss teacher-learners' perceived benefits and challenges of this international telecollaborative exchange, its impact on beliefs towards the use of technology-mediated tools, and the relevance of these types of collaborations in language teacher education. The authors will highlight individual teacher-learner voices in this study that illustrate how teacher assumptions about authority, experience, and teacher identity evolve on individual pathways and are situated in complex, historically embedded paradigms of teaching and learning experience. The chapter will conclude with insights gained regarding strategies for implementing effective international telecollaborative exchanges in language teacher education programs.

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.

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