scholarly journals Pre-service teacher education: Observing senior teachers through the theoretical lens of Ellis’s principles of instructed language learning

2021 ◽  
Vol 8 (1) ◽  
pp. 20-52
Author(s):  
Emilia Petrocelli
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Second Language Teacher Education ◽  
Training Project ◽  
Language Pedagogy ◽  
Practice Questions

EN The study is based on a training project completed in Italy as part of a qualifying course for high school teachers of L2 English. The project moves around the framework that Rod Ellis proposed in 2010 on the relationship between Second Language Acquisition and Language Pedagogy and it argues the need for student teachers (STs) to take the role of classroom researchers during their learning process and carry out critical observations through a solid theoretical lens, such as the 10 principles for instructed language learning by Ellis (2005a, 2005b). Three case studies are analyzed to explore how STs observed classroom activities armed with the knowledge of the principles. Data is based on feedback they gave during seminar discussions and remarks made in written reports. Moreover, a follow-up survey of informants after five years’ in-service practice questions whether and how this experience influenced the quality and degree of their understanding of teaching and learning. Considering these results, suggestions are made for future implementations of this kind of project. Key words: INSTRUCTED LANGUAGE LEARNING, SECOND LANGUAGE TEACHER EDUCATION, LANGUAGE PEDAGOGY, COMMUNICATIVE APPROACH, ITALIAN SECONDARY SCHOOL, ENGLISH AS A FOREIGN LANGUAGE (EFL) ES El estudio se basa en un proyecto de capacitación realizado en Italia como parte de un curso de cualificación para profesores de inglés como L2 de nivel secundario. El proyecto se basó en el marco que Rod Ellis propuso en 2010 sobre la relación entre la adquisición de segundas lenguas y la pedagogía lingüística. Este estudio sostiene que los estudiantes necesitan recibir una lente teórica sólida para la observación crítica, como los 10 principios para el aprendizaje de idiomas instruido de Ellis (2005a, b), y asumir el papel de investigadores dentro del aula durante su proceso de aprendizaje. La análisis de tres estudios de caso explora cómo los estudiantes observaron las actividades del aula armados con el conocimiento de los principios. Los datos se basan en los comentarios que dieron durante los debates del seminario y en las observaciones realizadas en los informes escritos. Además, una encuesta de seguimiento de los informantes después de cinco años de docencia en servicio cuestiona si esta experiencia influyó, y de qué manera, en la calidad y el grado de su comprensión de la enseñanza y el aprendizaje. Teniendo en cuenta estos resultados, se hacen sugerencias para futuras implementaciones de este tipo de proyectos. Palabras clave: APRENDIZAJE DE IDIOMAS INSTRUIDO, CAPACITACIÓN DE PROFESORES DE SEGUNDA LENGUA, PEDAGOGÍA DEL LENGUAJE, ENFOQUE COMUNICATIVO, ESCUELA SECUNDARIA ITALIANA, INGLÉS COMO LENGUA EXTRANJERA IT Lo studio si basa su un progetto di tirocinio inserito in un corso di abilitazione per docenti d’inglese nella scuola superiore (TFA). Il progetto si ispira al quadro teorico proposto da Rod Ellis nel 2010 sul legame tra acquisizione della seconda lingua e didattica delle lingue e si basa sull’idea che i tirocinanti debbano effettuare le osservazioni in classe vestendo i panni di ricercatori, con una lente teorica solida come i 10 principi per l’insegnamento delle lingue di Ellis (2005a, b). L’analisi esplora il processo di formazione dei tirocinanti in tre casi studio e le modalità in cui essi si sono mossi nell’osservazione delle lezioni di lingua, armati della conoscenza dei principi di Ellis. I dati includono le riflessioni dei tirocinanti durante le discussioni seminariali e nelle loro relazioni di fine percorso. Inoltre, dopo cinque anni d’insegnamento di ruolo, quegli stessi tirocinanti sono stati intervistati per ricevere informazioni su se e come questa esperienza abbia influenzato la qualità e il livello della loro consapevolezza dei processi di insegnamento e apprendimento. Sulla base dei risultati, vengono avanzate alcune proposte per lo sviluppo di questo tipo di progetti. Parole chiave: APPRENDIMENTO DELLA LINGUA, FORMAZIONE PER DOCENTI DI LINGUA, DIDATTICA, APPROCCIO COMUNICATIVO, SCUOLA SECONDARIA ITALIANA, INGLESE COME LINGUA STRANIERA

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

Second language teacher education: Review of recent research on practice

2010 ◽  
Vol 43 (3) ◽  
pp. 259-296 ◽  
Author(s):  
Tony Wright
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Teacher Educators ◽  
Learning To Teach ◽  
Theory And Practice ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

Second language teacher education (SLTE) has undergone considerable change over the past 25 years. The question of how language teaching is learnt and how programmes of professional preparation can contribute to this process now elicits quite different answers. A new agenda of theory and practice has emerged as SLTE has incorporated many of the ideas and practices of reflection (Schön 1983). At the same time, it has drawn increasingly on feeder fields of research and practice such as teacher cognition and professional cultures. These have augmented, and to some extent displaced, the original roots of SLTE in Applied Linguistics and Psychology, and a new knowledge base (Freeman & Johnson 1998) has been established, contributing to the formulation of theory about language teachers' learning-to-teach, and its practices. The focus of this review is on the extent to which the new agenda has influenced SLTE practices in recent years. It examines accounts of activities teacher educators and student teachers engage in during SLTE programmes in formal learning experiences. The paper identifies a thriving practitioner research culture in SLTE but argues that much more research is required to establish the true extent to which new conceptualisations of the process of learning-to-teach second languages guides SLTE practice.

scholarly journals Web 2.0 Technology Meets Mobile Assisted Language Learning

2011 ◽  
Vol 41 (1) ◽  
pp. 161-175 ◽  
Author(s):  
Min Jung Jee
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Web 2.0 ◽  
Language Learning ◽  
Language Production ◽  
Mobile Technologies ◽  
Mobile Web ◽  
Language Pedagogy ◽  
Mobile Assisted Language Learning ◽  
Production And Consumption

This paper is intended to provide a brief introduction to a wide variety of emerging Web 2.0 and mobile technologies that can be used to great effect in foreign and second language teaching. Specifically, the unique potential and anticipated growth of mobile technologies for language production and consumption are discussed as an ideal opportunity to increase the authenticity, engagement and efficiency, and overall effectiveness of language learning within and beyond the classroom. A number of representative mobile Web 2.0 technologies will be examined and their applications to language pedagogy will be elucidated in conjunction with relevant paradigms of second language acquisition theory and instructional praxis. Implications for future innovation and opportunities for additional research will be discussed.

scholarly journals New directions for the Annual Review of Applied Linguistics

2016 ◽  
Vol 36 ◽  
pp. 1-4 ◽  
Author(s):  
Alison Mackey
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Processing ◽  
Language Contact ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Annual Review ◽  
Language Pedagogy ◽  
Bilingual Communities

To begin with some history, reflecting the breadth of the field, the 35 issues of the Annual Review of Applied Linguistics (ARAL) published since 1980 have covered a substantial range of topics. These have included broad surveys of the field of applied linguistics; language and language-in-education; identity; written discourse; literacy; bilingual communities worldwide; language and the professions; communicative language teaching; second language acquisition research; discourse analysis; issues in foreign language teaching and learning; language policy and planning; technology and language; multilingualism; foundations of second language teaching; applied linguistics as an emerging discipline; language and psychology; discourse and dialogue; language contact and change; advances in language pedagogy; lingua franca languages; neurolinguistics; cognitive aspects of language processing; language assessment; and formulaic language.

Second language acquisition, teacher education and language pedagogy

2009 ◽  
Vol 43 (2) ◽  
pp. 182-201 ◽  
Author(s):  
Rod Ellis
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teacher Collaboration ◽  
Teacher Educators ◽  
Language Teachers ◽  
Language Pedagogy ◽  
Starting Point ◽  
The Relationship

Various positions regarding the Second Language Acquisition (SLA) – Language Pedagogy (LP) nexus have been advanced. Taking these as a starting point, this article will examine the nature of the SLA/LP relationship both more generally and more concretely. First, it will place the debates evident in the different positions regarding the relationship in a broader educational and professional context by examining the nature of the theory/practice nexus – because the issues at stake do not just concern SLA. Second, it will examine critically a number of options for bridging the divide (e.g. through presenting the pedagogical implications of research, engaging teachers in researching their own classroom or promoting research–teacher collaboration). Third, it will probe the relationship in terms of a framework that links (i) SLA researchers, (ii) classroom researchers, (iii) teacher educators and (iv) language teachers. This framework will serve as a basis for formulating a set of eleven principles that can guide attempts to use SLA theory and research in teacher education programmes.

scholarly journals MOBILE ASSISTED LANGUAGE LEARNING FOR ENGINEERS

2019 ◽  
pp. 8-14
Author(s):  
Jatin Kapadiya
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Production ◽  
Language Teaching ◽  
Mobile Technologies ◽  
Mobile Web ◽  
Web 3.0 ◽  
Language Pedagogy ◽  
Mobile Assisted Language Learning

This paper is meant to provide a brief introduction to a variety of emerging Web 3.0 and mobile technologies and its application that can be used in Foreign Language Teaching and Second Language Teaching. Especially, the unique potential and anticipated growth of mobile technologies for language production and consumption are discussed as an ideal opportunity to improve the reliability, involvement and functionality, and overall effectiveness of language learning within and beyond the classroom. A number of representatives‟ mobile Web 3.0 technologies will be examined and their applications to language pedagogy will be elucidated in conjunction with relevant shifts of second language acquisition theory and instructional praxis. Implications for future innovation and opportunities for additional research will be discussed.

scholarly journals The Language Commons: An Innovative Space Supporting Second Language Acquisition

2019 ◽  
Vol 8 (1) ◽  
pp. 33-41
Author(s):  
Judith Giering ◽  
Hope Fitzgerald
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Teaching And Learning ◽  
Current Theory ◽  
Theory And Practice ◽  
Language Faculty ◽  
Learning Space ◽  
Innovative Teaching

In 2015, language faculty and administrators at a large public university met to evaluate the needs of the more than 20 language programs offered on campus. A priority emerged for language learning space better equipped to facilitate authentic interaction and communication. The committee conceived of an alternative language learning space that would be motivating, collaborative, and inviting, and offer a variety of technologies in support of innovative teaching and learning.  Now in its second year of operation, the Language Commons facilitates formal and informal learning activities for students and faculty that are aligned with current theory and practice of Second Language Acquisition. Language faculty utilize the space for innovative instructional activities that might otherwise be limited by small, inflexible classroom spaces. This article describes the development of the Language Commons from initial conception through design, and the rich array of activities occurring in the space, featuring examples of faculty uses of Commons spaces and technologies. Preliminary outcomes suggest the Commons is valued for its support of student motivation, lowering of anxiety, opportunities for community engagement, and as a place to disrupt classroom hierarchies and routines.

CALL: past, present and future — a bibliometric approach

ReCALL ◽  
2005 ◽  
Vol 17 (1) ◽  
pp. 4-17 ◽  
Author(s):  
UDO O. H. JUNG
Keyword(s):  
Educational Technology ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Bibliometric Approach

A bibliometric approach is used not only to sketch out the development of CALL during the last 25 years, but also to assess the contribution of educational technology to 21st century foreign-language teaching and learning. This study is based on the six instalments of the author’s International (and multilingual) Bibliography of Computer Assisted Language Learning and the 5,301 entries contained therein. The once text-based bibliography has been transformed into a searchable database. Since index terms to describe both the contents and the nature of individual publications have been attached to the bibliographic data, it is now possible to query whether the 25,000 descriptors cluster around certain topics and to depict developments chronologically. The statistical evaluation of a large corpus also avoids the pitfalls of selective interpretation. Recent controversies about the chronologisation of CALL events as well as the internal consistency of such time chunks are addressed. The data suggest that the online/offline divide occurs around 1993 and that the latest additions to the foreign language teacher’s tool box – from e-mails to voicechats – overcome the language acquisition/language learning barrier. New and student-oriented forms of dealing with foreign language learning come to the fore. This has induced some researchers to concentrate on events where conversation breaks down, because learners must then ask for modified input or negotiate the meanings of lexical items. Such a strategy promises success in instructed second-language acquisition. It is suggested, however, that the foreign language teacher’s intervention is a necessary complement to second-language developmental processes. Educational technology may allow the teacher to let nature run its course nowadays. But when nature is unsympathetic to the cause of foreign language learning the teacher must rein in the student’s language acquisition device to protect him or her from certain sanctions the target community holds in store for the unsuccessful learner.

Exploring Types of Vocabulary Learning Strategies used by TESL Teacher Trainees at The Institute of Teachers Education

2021 ◽  
Vol 2 (4) ◽  
pp. 102-116
Author(s):  
Umazah Omar ◽  
Aizan Yaacob
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Vocabulary Learning ◽  
Essential Element ◽  
Structured Interviews ◽  
Teacher Trainees ◽  
Vocabulary Learning Strategies

Vocabulary is described as an essential element in second language learning. Having a good command over vocabulary helps in gaining unlimited access to latest information available at different platforms. Therefore, improving vocabulary through Vocabulary Learning Strategies (VLSs) will help the second language learners to become, academically and communicatively, more successful. The present study investigated the types of vocabulary learning strategies used by teacher trainees majoring in Teaching English as a Second Language (TESL) at the Institute for Teachers Education (ITEs) Darulaman Campus. Vocabulary learning strategies or skills are not directly taught to TESL teacher trainees during their training at ITEs. Teaching and learning vocabulary strategies are neglected by most of the teacher trainees. However, they need to make their teaching and learning processes more successful while learning a second language. This study was conducted based on the theories related to second language acquisition and used qualitative approach using the structured interviews of 14 TESL teacher trainees. The findings of the study were analysed based on Gu and Johnson’s (1996) and Schmitt (1996) categorisation of Vocabulary Learning Strategies and the results revealed TESL teacher trainees employed more metacognitive strategies in their vocabulary learning compared to other nine VLSs.

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