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.

Technology Standards for Chinese Language Teacher Education

2017 ◽  
pp. 38-54
Author(s):  
Wenxia Wang ◽  
Liying Feng
Keyword(s):  
United States ◽  
Teacher Education ◽  
Foreign Language ◽  
Chinese Language ◽  
The United States ◽  
Technology Standards ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Entry Level ◽  
Theoretical Foundations

Guided by the TPACK theory (Mishra & Koehler, 2006), this chapter reviews and compares the technology standards related to and designed for teachers of Chinese as a Foreign Language (CFL) from the entry level to the accomplished level in the United States and China. It has found that the technology standards are often included in the comprehensive standards for teachers and parallel the standards about other aspects of teaching. The technology standards related to CFL in the two countries share some similarities but also differ in important ways. Several important and critical understandings are identified, including the needs for CFL technology standards, the theoretical foundations for CFL technology standards, and a more solid and comprehensive infrastructure for CFL education. Recommendations are made to address the needs, and research is called for to study the development and implementation of CFL technology standards.

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.

Technology Standards for Chinese Language Teacher Education

TPACK ◽  
2019 ◽  
pp. 256-272
Author(s):  
Wenxia Wang ◽  
Liying Feng
Keyword(s):  
United States ◽  
Teacher Education ◽  
Foreign Language ◽  
Chinese Language ◽  
The United States ◽  
Technology Standards ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Entry Level ◽  
Theoretical Foundations

Guided by the TPACK theory (Mishra & Koehler, 2006), this chapter reviews and compares the technology standards related to and designed for teachers of Chinese as a Foreign Language (CFL) from the entry level to the accomplished level in the United States and China. It has found that the technology standards are often included in the comprehensive standards for teachers and parallel the standards about other aspects of teaching. The technology standards related to CFL in the two countries share some similarities but also differ in important ways. Several important and critical understandings are identified, including the needs for CFL technology standards, the theoretical foundations for CFL technology standards, and a more solid and comprehensive infrastructure for CFL education. Recommendations are made to address the needs, and research is called for to study the development and implementation of CFL technology standards.

scholarly journals Moving Beyond Self Introductions to Sharing Self Exploration and Expression

2012 ◽  
Vol 36 (6) ◽  
pp. 27
Author(s):  
Ellen Motohashi
Keyword(s):  
Language Acquisition ◽  
Language Teaching ◽  
Learning Task ◽  
Language Teachers ◽  
Language Teacher ◽  
Teachers And Students ◽  
Based Instruction ◽  
Opening Up ◽  
And Task

Language teachers can easily get caught up in the mechanics and outcome-based instruction of language teaching. Too often, the pedagogic relationship between the language teacher and learner are defined according to the narrowly defined discourse and task-based nature of the learning task designed for language acquisition. Pushing back the boundaries on this relationship and opening up opportunities for self-expression and self exploration through an introductory task termed Self Maps helps teachers and students to move beyond formulaic introductory exchanges and express themselves more deeply in their unique and singular individuality. 語学教師は授業の際、文の構造や学習の成果についとらわれがちである。また多くの場合、語学教師と学習者の関係は、言語習得のためにデザインされた、狭義でのディスコースやタスクに基づく学習活動の性質によって決まってしまう。この両者の間の境界を押し広げ、セルフマップという自己紹介活動を通して自己表現と自己探求の機会を与えることにより、教師と学習者は紋切り型の自己紹介を超え、個々の唯一無二の個性をより深く表現できるようになる。

Spelling Pronunciation versus Relaxed Pronunciation in Foreign Language Teacher Education

2021 ◽  
Vol 6 (1) ◽  
pp. 31-46
Author(s):  
Mehmet DEMİREZEN
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Native Students ◽  
Language Teacher Education ◽  
Language Teacher ◽  
English Language Teachers ◽  
The Creation

Accurate pronunciation is an important part of learning any language, and especially when non-native students are trained to be English language teachers. Good pronunciation is more than just mastering individual sounds since it also requires understanding intonation, stress, pitch and junctures. In this respect, first things first, two functional issues come to the stage: Spelling pronunciation versus relaxed pronunciation. Spelling pronunciation depends on the use of a pronunciation that is based on spelling that includes common pronunciation of the silent vowel and consonant letters. The converse of spelling pronunciation is pronunciation spelling which produces the creation of a new spelling form on the basis of pronunciation. In this study, the contrastive positioning of spelling pronunciation versus pronunciation spelling in English words, phrases, clauses, and sentences will be analyzed to train the English teachers.

Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education

2014 ◽  
pp. 286-301 ◽  
Author(s):  
Berhanu Abera
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
English Language ◽  
Technological Pedagogical Content Knowledge ◽  
Language Teachers ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Pedagogical Content ◽  
Knowledge Framework

Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for instructional technology-enhanced education. This chapter addresses the existing literature on technological pedagogical content knowledge framework and of teacher education in Ethiopia in general and English language teacher education in particular. Data were collected through a structured questionnaire, interviews, classroom observations, and documents. The results revealed that the existing literature failed to demonstrate the application of TPACK in English language teacher education in the country. The technological pedagogical content knowledge of classroom English language teachers was also found to be low. Classroom teachers applied their pedagogical content knowledge while teaching English language through televised instruction like the conventional instruction. They were seldom observed applying their technological pedagogical content knowledge. Finally, based on the results and the conceptual framework of TPACK, implications for the Ethiopian secondary school teacher preparation programs are outlined and further studies are suggested.

Developing English Language Teachers' Professional Capacities through Digital and Media Literacies

2016 ◽  
pp. 414-437
Author(s):  
Lucas Moreira dos Anjos-Santos ◽  
Michele Salles El Kadri ◽  
Raquel Gamero ◽  
Telma Gimenez
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Instructional Material ◽  
Language Teachers ◽  
Future Research ◽  
State University ◽  
Language Teacher Education ◽  
Language Teacher ◽  
English Language Teachers ◽  
Teachers Professional Development

This chapter aims to demonstrate how a group of educators from a southern Brazilian state university designed and implemented formative workshops to sustain English language teachers' professional development through digital and media literacies. The chapter maps important changes that have happened in language teacher education in Brazil and the convergences these changes share with digital and media literacies coming from a sociocultural paradigm. It also presents and discusses the extent to which the instructional material the group of educators produced for the continuing education of English language teachers integrated 21st century skills and the standards from the TESOL technology framework. As a way to evaluate the instructional material, the chapter analyzes the representations and identities schoolteachers constructed when engaging with digital and media literacies through the instructional material. The chapter concludes by advocating more social, political and collaborative future research in language teacher education and digital and media literacies.

scholarly journals Teacher education

2003 ◽  
Vol 36 (2) ◽  
pp. 120-157
Keyword(s):  
New York ◽  
Teacher Education ◽  
Second Language ◽  
Foreign Language ◽  
The United States ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher ◽  
Teacher Trainer

03—351 Cooper, Thomas C. (The U. of Georgia, USA). An ESOL methods course in a Latino neighbourhood. Foreign Language Annals (New York, USA), 35, 4 (2002), 414—26.03—352 Doering, Aaron (U. of Minnesota, USA; Email: [email protected]) and Beach, Richard. Preservice English teachers acquiring literacy practices through technology tools. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 127—46.03—353 Hedgcock, John S. (Monterey Inst. of Internat. Studies, CA, USA); Email: [email protected]). Toward a socioliterate approach to second language teacher education. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 299—317.03—354 Rymes, Betsy (The U. of Georgia, Athens, USA). Language in development in the United States: Supervising adult ESOL preservice teachers in an immigrant community. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 431—52.03—355 Skinner, Barbara (U. of Ulster, Northern Ireland; Email: [email protected]). Moving on: From training course to workplace. ELT Journal (Oxford, UK), 56, 3 (2002), 267—72.03—356 Spodark, Edwina (Hollins U., Virginia, USA). The Tek.Xam as a framework for preservice foreign language teacher technology training. Foreign Language Annals (New York, USA), 35, 4 (2002), 427—36.03—357 Takaki, Nobuyuki (Kumamoto U., Japan). PIGATE: Affecting EFL teacher education change from the grassroots level in Japan. The Teacher Trainer (Canterbury, UK), 16, 1 (2002), 5—10.03—358 Veléz-Rendón, Gloria (Purdue U. Calumet, Indiana, USA). Second language teacher education: A review of the literature. Foreign Language Annals (New York, USA), 35, 4 (2002), 457—67.03—359 Woodward, Tessa (Hilderstone Coll., UK). Carrot ice cream: Reactions to the new and different. The Teacher Trainer (Canterbury, UK), 16, 1 (2002), 13—14.

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