scholarly journals The Impact of CEFR-Related Professional Learning on Second-Language Teachers’ Classroom Practice: The Case of French in Canada

2021 ◽  
Vol 24 (1) ◽  
pp. 26-53
Author(s):  
Katherine Rehner ◽  
Ivan Lasan ◽  
Anne Popovich ◽  
Zehra Palta
Keyword(s):  
Second Language ◽  
Professional Learning ◽  
Speech Acts ◽  
Classroom Practice ◽  
Online Survey ◽  
Real Life ◽  
Language Teachers ◽  
Authentic Materials ◽  
Second Language Teachers ◽  
The Impact

This study explores the impact of professional learning about the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) on second language (L2) teachers’ classroom practice. Ninety self-selected French as a second language (FSL) teachers across Canada responded to an online survey about their planning, teaching, and assessment/evaluation practices before versus after their professional learning. The results revealed that the impact of such professional learning is wide-reaching and remarkably consistent across all three areas of practice. The teachers reported that their professional learning spurred them to start presenting language through speech acts and based on students’ needs, to emphasize not only linguistic but sociolinguistic and pragmatic competence as well, and to focus more intently on students’ ability to communicate in the L2. The teachers also reported that they increased the use of authentic materials and developed communicative and action-oriented tasks that simulate real-life situations. The findings suggest that CEFR-related professional learning may be used successfully to inspire L2 teachers to implement CEFR-informed classroom practices.

scholarly journals Making fluency research accessible to second language teachers: The impact of a training intervention

2020 ◽  
pp. 136216882095121
Author(s):  
Parvaneh Tavakoli
Keyword(s):  
Second Language ◽  
Classroom Practice ◽  
Positive Impact ◽  
Language Teachers ◽  
Language Fluency ◽  
Short Term ◽  
Oral Fluency ◽  
Classroom Activities ◽  
Second Language Teachers ◽  
The Impact

The study reported in this article was aimed at investigating whether making the findings of second language fluency research accessible to language teachers has an impact on their self-reported understanding of the concept of oral fluency, confidence in promoting it, and classroom practice in short and medium term. The data come from 106 initial and 32 delayed questionnaires, eliciting both qualitative and quantitative data, from second language teachers in England after attending a one-day research-informed and practice-oriented training workshop. The results indicate a positive impact of the intervention on teachers’ understanding of fluency, confidence in helping their learners, and self-reported practice in short term, with the impact being reported 10–12 weeks after the intervention. The findings imply that adopting a narrow perspective to defining and conceptualizing fluency is linked with a more in-depth understanding of fluency and enhanced confidence and ability for using fluency-focused classroom activities.

scholarly journals Mobile technology in second language classrooms: Insights into its uses, pedagogical implications, and teacher beliefs

ReCALL ◽  
2015 ◽  
Vol 27 (3) ◽  
pp. 288-303 ◽  
Author(s):  
Benjamin Van Praag ◽  
Hugo Santiago Sanchez
Keyword(s):  
Second Language ◽  
Mobile Technology ◽  
Technology Use ◽  
Classroom Practice ◽  
Language Teachers ◽  
Multiple Method ◽  
Second Language Teachers ◽  
Language Classrooms ◽  
Potential Benefits ◽  
Multiple Case

AbstractAdopting a multiple-case, multiple-method design, this study investigates mobile technology use in the practices of three experienced second language teachers. The findings, based on an analysis of the teachers’ rationales, stated beliefs and classroom actions, show that the teachers tend to prohibit or reluctantly tolerate mobile device usage, while they recognise some of its potential benefits to support their teaching and student learning. They also highlight the incentives and barriers which respectively facilitate and hinder the integration of mobile technology, including factors which are internal (e.g. beliefs) and external (e.g. contextual constraints) to the teachers. Implications for classroom practice and teacher education are drawn.

scholarly journals THE IMPACTS OF DEVELOPMENTAL DYSLEXIA ON THE PRACTICE OF SECOND LANGUAGE DYSLEXIC TEACHERS

2020 ◽  
pp. 103
Author(s):  
Aline Fay de Azevedo ◽  
Gabriela Da Cruz Gafforelli
Keyword(s):  
Learning Disabilities ◽  
Second Language ◽  
Language Learning ◽  
Learning Disability ◽  
Classroom Practice ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Learning Disorder ◽  
Second Language Teachers ◽  
The Brain

Dyslexia is a learning disorder and a neurobiological condition, which means it affects areas of the brain that process language. Dyslexic teachers carry the struggles caused by dyslexia with them to the workplace. Despite the fact that dyslexia may not be considered a positive characteristic, dyslexic teachers show more empathy towards their pupils with learning disabilities and make use of creative coping strategies, which help them overcome their own learning disability in the classroom. Taking these aspects into consideration, the present article was developed with the purpose of throwing light on dyslexic teachers and the impacts of dyslexia in their practice. The aim of this theoretical study was to define dyslexia and to present an overview of this learning disability. Furthermore, we intended to investigate through bibliographical research how dyslexia affects second language teachers in their classroom practice and workplace. To present some strategies teachers can use to cope with dyslexia. Lastly, to design a pamphlet to be used as a guideline for dyslexic teachers.Keywords: dyslexia; dyslexic teachers; foreign language learning; learning disabilities.

scholarly journals Pre-Service and In-Service English as a Second Language Teachers’ Beliefs about the Use of Digital Technology in the Classroom

2015 ◽  
Vol 3 (4) ◽  
pp. 355 ◽  
Author(s):  
Eva Kartchava ◽  
Seunghee Chung
Keyword(s):  
Second Language ◽  
Digital Technology ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Language Teachers ◽  
High Tech ◽  
Technology In The Classroom ◽  
Esl Teachers ◽  
Teachers Beliefs ◽  
Second Language Teachers

<p><em>It has been long accepted that teachers’ beliefs guide their classroom practices (Borg, 2006; Fang, 1996; Pajares, 1992; Woods, 1996). Yet, in the current high-tech age and with the push by mainstream education to incorporate technology in language teaching, little is known about what teachers think and feel about technology integration. Using Borg’s (2006) framework of language teacher cognition, this study investigated the beliefs of pre-service and in-service English as a Second Language (ESL) teachers (n = 35) about the use of digital technology in the classroom and the factors that influence those beliefs. </em><em>The participants completed a three-part beliefs’ questionnaire and some (n = 10) were later met for one-on-one interviews. The results suggest that while the teachers value technology and its use in the ESL classroom, the two groups differed in their subscribed beliefs. These differences were traced back to the teachers’ age, </em><em>classroom practice, experiences with digital technology, context(s) in which digital technology was used, and the amount of technology-related training the teachers received.</em><em></em></p>

scholarly journals I Meant to Say That: How Adult Language Learners Construct Positive Identities Through Nonstandard Language Use

2006 ◽  
Vol 24 (1) ◽  
pp. 21 ◽  
Author(s):  
Michelle Szabo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Classroom Practice ◽  
Second Language Learners ◽  
Social Inequalities ◽  
Language Teachers ◽  
Adult Language Learners ◽  
Second Language Teachers ◽  
The Relationship

The aim of this article is to raise awareness in L2 education about the relationship between second-language learners' linguistic choices in the L2 and their identities. The author reviews empirical research and language-learning narratives that show that L2 learners may purposely use nonstandard L2 forms. Using a poststructuralist framework to conceptualize identity, the author argues that these second-language learners use nonstandard language in the L2 in order to create positive identities, and in some cases to resist social inequalities, in the L2 community. The implications of this research for second-language teachers are discussed and suggestions for classroom practice are offered.

scholarly journals EDUCATIONAL NEUROSCIENCE FOR SECOND LANGUAGE CLASSROOMS

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Siusana Kweldju
Keyword(s):  
Second Language ◽  
Classroom Practice ◽  
Declarative Memory ◽  
Language Teachers ◽  
Wide Field ◽  
Educational Neuroscience ◽  
Neuroscience Research ◽  
Second Language Teachers ◽  
Language Classrooms ◽  
The Brain

Today’s classrooms, including second language classrooms, are created to be more engaging, effective and empowering for learners to develop their knowledge, interests and experiences. One effort is to consider how the brain learns in the classroom; what the brain is able to do, and what is not. Educational neuroscience is a transdisciplinary convergence of neurosciences to translate  neuroscience research into classroom practice, including how a second language is learned. Therefore, every teacher, including second language teachers should know about neuroscience. Educational neuroscience is a wide field which still remains open for further investigation. Exploring the latest findings from neuroscience research, this paper proposes seven second language classroom principles. The principles are developed mostly based on research on declarative memory, instead of univcrsal grammar, which is developed based on mentalistic philosophy.

Taking risks, getting messy, and having fun with professional learning: Makerspaces as professional development for 21st century second language teachers

2019 ◽  
Vol 6 (1) ◽  
pp. 94-106
Author(s):  
Katherine MacCormac
Keyword(s):  
Professional Development ◽  
Second Language ◽  
Professional Learning ◽  
Professional Growth ◽  
Language Teaching ◽  
Early Career ◽  
Language Teachers ◽  
Target Language ◽  
Second Language Teaching ◽  
Second Language Teachers

The use of makerspaces in education has exploded around the world over the past decade (Halverson & Sheridan, 2014); however, their employment in professional development for teachers has only recently emerged within the literature. Previous studies have found that makerspaces have the potential to radically transform how professional development is delivered to teachers by fostering nurturing opportunities to collaboratively engage in professional learning (see Girvan et al., 2016; Kjällander et al., 2017; Panganelli et al., 2017). Despite its emergence in the literature, the study of makerspaces in teacher professional development is limited to those studies inspired by STEAM education (science, technology, engineering, arts, and math). Consequently, little knowledge exists about their use in professional development for second language teachers. While presenting data gathered from reflective feedback questionnaires of teacher participants taking part in makerspace workshops, this paper contributes to the conversation in the literature by exploring the utility and application of makerspaces as professional development for second language teaching. The goal of the study was to explore in what ways this type of experiential professional development might enhance professional learning and reflective practice and contribute to professional growth and development among early career second language teachers. Findings strongly indicate that makerspace professional development sessions offer second language teachers a positive and supportive space in which to reflect and expand on their professional knowledge of best practices in second language teaching by directly engaging with learning activities meant to support students in their acquisition of the target language.

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