3. Rethinking Multilingualism: Complex Identities, Representations and Practices of Multilingual Student Teachers Moving through Plurilingual Times in University French Language Teacher Education Programs

2014 ◽  
pp. 32-49
Author(s):  
Julie S. Byrd Clark ◽  
Sylvie A. Lamoureux
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
French Language ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Language Teacher Education ◽  
Language Teacher

The enculturation of pre-service Emirati English language teachers

2014 ◽  
Vol 7 (1) ◽  
pp. 2-16
Author(s):  
Carmel Sandiford
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
English Language ◽  
Language Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Content Type ◽  
English Language Teachers

Purpose – This article aims to report on a qualitative study that investigates the enculturation of a group of pre-service English language teachers over four years of a Bachelor of Education degree offered in a women ' s college in the United Arab Emirates. Design/methodology/approach – Bourdieu ' s “thinking tools” of field, habitus and capital provide the overarching theoretical framework and analytic tools to examine the processes of enculturation which impact on the student teachers as they participate in a program based on Western-oriented theories and practices. The study draws upon data gathered from focus group interviews with student teachers in the first and fourth years of the program to provide insights into their ways of thinking as future Emirati English language teachers. The article discusses the priorities that emerge as these student teachers validate, or otherwise, the theoretical principles and practices legitimated through the program. Findings – The findings suggest that influences bound by local, cultural and social forces contribute significantly to the student teachers ' perceived capacity to think and act as future Emirati English language teachers. Research limitations/implications – The study is limited to one site but, given the findings, similar investigations into processes of enculturation and the appropriation or resistance of essential aspects of English language teacher training could be undertaken. Originality/value – There is limited research into English language teacher education programs in the Arab world. This research has potential applications for English language teacher education programs where there is intent to effect educational reform.

Integrating corpus linguistics into online language teacher education programs

ReCALL ◽  
2016 ◽  
Vol 29 (1) ◽  
pp. 120-135 ◽  
Author(s):  
Alice Ebrahimi ◽  
Esmail Faghih
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Corpus Linguistics ◽  
Teacher Educators ◽  
Instructional Materials ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Technological Infrastructure

AbstractThis study reports on a qualitative study which explored 32 pre-service teachers’ evaluations of two online seven-week introductory courses in corpus linguistics (CL). Data were gathered through questionnaires, participants’ written journals, post-course semi-structured email interviews, and discussion forum entries. The qualitative analysis of data revealed that for successful integration of CL into online language teacher education programs, several procedures should be employed. These include: providing the necessary technological infrastructure in educational settings; incorporating CL instruction in initial stages of language teacher education degree programs and extending it throughout the whole curriculum; focusing more on the practical aspects of CL with much emphasis placed on the necessary pedagogical knowledge and skills for successful exploitation of CL; introducing user-friendly tools and encouraging indirect use of corpora in the absence of necessary technological facilities; providing adequate and effective instructional materials (text-based reading materials, screen capture videos, hands-on activities, etc.) along with sufficient instructor support; and encouraging the participants to reflect on the approach critically. The findings may promise implications for language teacher educators to effectively introduce CL to student teachers in virtual learning environments.

scholarly journals Initial French language teacher education policy in Greece and curriculum evaluation among student teachers of FLE

2015 ◽  
Vol 9 (2) ◽  
pp. 25-49
Author(s):  
Marianthi Karatsiori
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Student Teachers ◽  
National Level ◽  
Curriculum Evaluation ◽  
Initial Teacher Education ◽  
French Language ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teacher Education Policy

This paper presents initial language teacher education policy adopted in Greece and describes a study which examines student teachers’ of FLE (Français Langue Étrangère) perception of their initial teacher education and its contribution to their future professional life. The sample comprised 67 student teachers in their fourth year of studies for a bachelor degree in the department of French language and literature in the Aristotle University of Thessaloniki in Greece. Data were collected through questionnaires which included both a structured and an open-ended part. The questionnaire’s content was based on the European Profile for Language Teacher Education — a Frame of Reference (Kelly et al 2004), which identifies 40 items as important elements in foreign language teacher education. Prominent among the findings is student teachers’ perception that the current academic curriculum should place more emphasis on teaching practice, on ways of reinforcing communication with other universities and research institutes, and on using the European Language portfolio and the European Portfolio for student teachers of languages (Newby et al. 2007). The paper concludes by proposing ways of improving the existing French language teacher education degree program and actions at national level for restructuring language teacher education policy in Greece.

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.

Technology Instruction in Language Teacher Education Programs

2017 ◽  
pp. 1-22
Author(s):  
Yining Zhang ◽  
Matthew Deroo
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
World Language ◽  
Education Programs ◽  
Preparation Programs ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Technology Instruction

It is important to examine how prospective teachers were prepared with integrating technology in their teaching. This study explored the integration of technology instruction among ten top world language teacher preparation programs in the United States. Data collection included document analysis of syllabi and interviews with program directors and instructors. The findings revealed that technology instruction were provided to language pre-service teachers through general technology courses, methods courses, and a series of technology-related courses infused throughout the entire program. In addition, technology courses organized a variety of approaches to enrich students' experiences with technology. We also generated four main themes to reflect some key elements in current technology instruction for pre-service teachers. The study enriches our knowledge of the current situation for how different world language teacher education programs prepare their pre-service teachers.

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