Bilingual, Esol and Foreign Language Teacher Preparation: Models Practices, Issues

1979 ◽  
Vol 13 (1) ◽  
pp. 105
Author(s):  
Marilyn McDivitt ◽  
John F. Fanselow ◽  
Richard L. Light
Keyword(s):  
Teacher Preparation ◽  
Foreign Language ◽  
Language Teacher

scholarly journals Beliefs, Attitudes, and Reflections of EFL Pre-service Teachers when Exploring Critical Literacy Theories to Prepare and Implement Critical Lessons.

2015 ◽  
Vol 17 (2) ◽  
pp. 179 ◽  
Author(s):  
Claudia Patricia Gutierrez
Keyword(s):  
Teacher Preparation ◽  
Foreign Language ◽  
Critical Literacy ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Language Teacher ◽  
Vast Number ◽  
Efl Teachers

<p>Foreign language teaching and learning is an issue of high relevance nowadays in Colombia. Unfortunately, language teaching has often been reduced to the mastery of language structures, disregarding the vast number of possibilities that language teaching provides to involve students in the discussion and analysis of issues that affect their everyday life. Shifting language teaching toward this goal, however, has to start in language teacher preparation programs. To gain a better understanding of the implication of this shift, this study explored the beliefs, attitudes, and reflections of three student-teachers, from a foreign language teaching program at a public university, towards the exploration of critical literacy theories, and the design and implementation of critical lessons. Data collected included audio-recordings of group discussions and individual interviews with the three participants, their reflections in different stages, lesson plans, and class observations of their lesson implementation. Results from this study suggest that exposing future EFL teachers to critical literacy approaches to language teaching can have different effects on their perspectives towards education and their teaching practice. Thus, their beliefs and attitudes towards Critical Literacy Theories can be continuously transformed as they face various situations in the exploration and implementation of these theories.</p><p>Key words: <em>pre-service EFL teachers, Critical Literacies, Language teacher preparation programs, Teaching practicum.</em></p>

scholarly journals THE ORGANISATION OF RESEARCH IN FOREIGN LANGUAGE TEACHER PREPARATION IN THE US UNIVERSITIES

2021 ◽  
pp. 79-84
Author(s):  
Marianna Levrints (Lőrincz)
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Foreign Language ◽  
Scientific Inquiry ◽  
Professional Growth ◽  
Language Education ◽  
Scientific Publications ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Graduate Research

Although research has been shown to expedite the professional growth and development of prospective specialists, less is known about the effective world practices in undergraduate and graduate research that could be applied in Ukrainian language teacher education. The present article explores the characteristics of student resear ch in US foreign language teacher education. The study focused on the analysis of academic literature, normative resources and the practical experience of language teacher preparation with the aim of extrapolating good practices into the Ukrainian system of language teacher education. It was shown that student research integrates didactic approaches with elements of creative activity, individual research projects, culminating projects, the study of specialised disciplines, individual and group scientific inquiry, not included in the curricula of educational programmes. The organisational forms of the latter are research symposia, seminars, workshops, conferences, preparation of scientific publications and some others. Among the central tasks of undergraduate and graduate research is the preparation of highly qualified, autonomous specialists, who are capable of accumulating and generating scientific knowledge, skillful application of professional knowledge in approaching the task of teaching; familiarising students with the methodology for organising and conducting research in the field of foreign language education; increasing motivation for scientific inquiry and professional development, intensification of learning; promotion of critical and reflective thinking, professional self-identification and self-realisation; stimulating the need for continuous self-development; implementation of individualisation and differentiation principles in language teacher education; replenishment of the cohort of scientific and pedagogical staff. The research competence is developed through diverse didactic forms and approaches; it is characterised mainly by electiveness at the undergraduate level and is a mandatory component of the graduate programmes’ curricula in foreign language teacher education.

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