Developing Intercultural Understanding in Teacher Education within the Context of Language and Literacy across the Curriculum

2013 ◽  
pp. 303-319
Keyword(s):  
Teacher Education ◽  
Language And Literacy ◽  
Intercultural Understanding ◽  
Literacy Across The Curriculum

Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs

2021 ◽  
Author(s):  
Amanda Kibler ◽  
René Pyatt ◽  
Jason Greenberg Motamedi ◽  
Ozen Guven
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Relevant Literature ◽  
Action Learning ◽  
Teacher Education Programs ◽  
Language And Literacy ◽  
Education Programs ◽  
Grow Your Own ◽  
Mentoring Practices ◽  
Instructional Competencies

Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

Systemic Functional Linguistics in Teacher Education

2019 ◽  
Author(s):  
Luciana C. de Oliveira ◽  
Sharon L. Smith
Keyword(s):  
Teacher Education ◽  
Professional Learning ◽  
Teacher Educators ◽  
Positive Impact ◽  
Systemic Functional Linguistics ◽  
Teacher Education Programs ◽  
Language And Literacy ◽  
Functional Linguistics ◽  
Theory Of Language ◽  
Critical Components

Systemic functional linguistics (SFL), a meaning-based theory of language, has been used throughout the world as a discourse analytic approach and, more recently, as a framework for implementing pedagogy in the classroom. SFL has much to offer teachers as a pedagogical approach. The integration of SFL into teacher education and continuing professional learning has been shown to have a positive impact on developing teachers’ knowledge about language, their ability to instruct students by focusing on language and literacy development, and their focus on critical components of language for diverse learners. SFL theory does not provide teacher educators with a developed curriculum for implementation; therefore, the ways in which it has been used across teacher education have varied depending on teachers’ level of instruction (elementary, secondary, or tertiary), familiarity with SFL concepts, and preservice or in-service status. There is no “one-size-fits-all” approach to SFL inclusion in teacher education, but some principles derived from SFL in teacher education literature may enable teacher educators to consider how this theory of language and pedagogical framework can be used in teacher education programs.

scholarly journals Language and Literacy Practices in Teacher Education: Contributions from a Local Agenda

HOW ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 47-61
Author(s):  
Amparo Clavijo-Olarte
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Social Transformation ◽  
Social Practice ◽  
Literacy Practices ◽  
Teacher Educator ◽  
Research Area ◽  
Language Teachers ◽  
Language And Literacy ◽  
University School Partnerships

Language and literacy practices in teacher education are decisive in the education of future language teachers. In this article, I share my beliefs as a teacher educator about language and literacy practices constructed with teachers in Bogota. Thus, my intention is to weave my professional narrative through the connections I can make from theory and praxis to explain teachers´ understandings of language and literacy through their life and literacy experiences and the way they organize their practice as language teachers. My research trajectory of thirty years documenting the local literacy practices within the research area of literacy studies and local pedagogies for social transformation has significantly informed my practice. University-school partnerships and international collaborations for research and teaching in Brazil, Chile, Costa Rica, Manchester, in the USA, and Dundee, in the UK, have nurtured me personally and professionally. My understanding of literacy as a social practice evolved to critical literacies and I developed knowledge in community pedagogies and city semiotic landscapes through reflections and collaborations via working with teachers. Community-based pedagogies (CBPs) invite teachers to see their life and work in relation to places they live and teach as meaningful content for linguistic, social, cultural, ecological, and economic resources to inspire students´ inquiries and teachers´ transformative practices. The city semiotic landscapes are powerful literacies for language learning; therefore, they currently adhere to the research group´s agenda (2019-2021). I describe my understandings, contributions, and suggestions as concerns in the field of teacher education in Colombia. My conclusions raise awareness about the need to address these topics in teacher education programs in Colombia.

scholarly journals (Be)Coming Together: Making Kin through Stories of Language and Literacy

2020 ◽  
Vol 22 (1) ◽  
pp. 39-58
Author(s):  
Chelsea Thomas ◽  
Nicki Benson ◽  
Meredith Lemon
Keyword(s):  
Teacher Education ◽  
Theoretical Approach ◽  
Language Revitalization ◽  
Indigenous Language ◽  
Language And Literacy ◽  
Indigenous Language Revitalization ◽  
Traditional Language ◽  
Research Praxis

Inspired by our attendance at the 16th Annual Language and Literacy Researchers of Canada (LLRC) Pre-Conference and their call to undertake ways in which race, decolonization, and unsettling research can shift the lens of traditional language and literacy approaches, we have come together to experiment with métissage (Hasebe-Ludt et. al, 2009) as a writing and research praxis. Using this “writing as inquiry” (Richardson & St. Pierre, 2005) methodological and theoretical approach, we embark upon our métissage of making kin. With research interests in the fields of Indigenous Language Revitalization (Benson), Ecojustice Education (Lemon), and Decolonial/Equitable Teacher Education and Schooling (Thomas), we weave together our micro-stories, provoked by the temporal questions: Where do we come from? Where are we right now? Where do we hope things will go?

scholarly journals Teacher education

2007 ◽  
Vol 40 (3) ◽  
pp. 271-273
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Bilingual Education ◽  
Student Teachers ◽  
Cultural Knowledge ◽  
National Association ◽  
Theory And Practice ◽  
Language And Literacy ◽  
Research Journal ◽  
K 12

07–460Dogancay-Aktuna, Seran (Southern Illinois U, USA), Expanding the socio-cultural knowledge base of TESOL teacher education. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 278–295.07–461Garrison, Leslie (San Diego State U, USA), Teacher attrition and retention along the Mexican border. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 365–384.07–462Harrison, Jennifer (U Leicester, UK), An examination of the language and interpretations of ‘Standard one’ for initial teacher training in England: ‘Professional values and practice’ – outcomes or opportunities?European Journal of Teacher Education (Routledge/Taylor & Francis) 29.4 (2006), 431–454.07–463Love, Kristina (U Melbourne, Australia) & Merle Isles, ‘Welcome to the online discussion group’: A diagnostic framework for teachers.Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 210–224.07–464Márquez-López, Teresa I. (U California, USA), Dual-language student teachers' classroom-entry issues: Stages toward gaining acceptance. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 499–520.07–465Rankin, Jamie (Princeton U, USA; [email protected]) & Florian Becker, Does reading the research make a difference? A case study of teacher growth in FL German. The Modern Language Journal (Blackwell) 90.3 (2006), 353–372.07–466Santoro, Ninetta (Deakin U, Australia), ‘Outsiders’ and ‘others’: ‘Different’ teachers teaching in culturally diverse classrooms. Teachers and Teaching: Theory and Practice (Taylor & Francis) 13.1 (2007), 81–97.07–467Sook Lee, Jin & Eva Oxelson (U California, Santa Barbara, USA), ‘It's not my job’: K–12 teacher attitudes toward students' heritage language maintenance. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 453–477.07–468Tudor, Ian (U Libre de Bruxelles, Belgium), Teacher training and ‘quality’ in higher education language teaching: Strategies and options. European Journal of Teacher Education (Routledge/Taylor & Francis) 29.4 (2006), 519–532.

scholarly journals In-depth Cultural Studies in Multicultural Group

2016 ◽  
Vol 7 (1) ◽  
pp. 139-148
Author(s):  
Gunta Siliņa-Jasjukeviča ◽  
Ilze Briška
Keyword(s):  
Teacher Education ◽  
Cultural Studies ◽  
Qualitative Study ◽  
Cultural Study ◽  
Education Program ◽  
Teacher Education Program ◽  
International Project ◽  
Intercultural Understanding ◽  
Cultural Traditions ◽  
Different Cultures

Abstract There is much research and educational practices at all levels of education on how to deal with promoting acceptance and understanding between different cultures. A cultural study forms an important part of shaping intercultural understanding. The aim of the research is to analyze an innovative way of incorporating cultural studies in teacher education program from the perspective of encouraging multinational students to reveal common values within diverse manifestations of different cultures. The present article describes a qualitative study of multinational students’ experiences in international project related to the learning about Nordic and Baltic cultural traditions. In the conclusion of the article, the efficiency of the structure of content and the process of in-depth cultural studies are analyzed. The discussion contains problems for further research of this topic.

Pre-Service Teachers in Second Life: Potentials of Simulations

2012 ◽  
Vol 40 (4) ◽  
pp. 415-441 ◽  
Author(s):  
Jase Teoh
Keyword(s):  
Teacher Education ◽  
Qualitative Study ◽  
Second Life ◽  
Teaching And Learning ◽  
Educational Tool ◽  
Language And Literacy ◽  
Extra Credit ◽  
Key Characteristics ◽  
Literacy Class ◽  
Games And Simulations

An in-depth qualitative study with nine secondary pre-service teachers from an undergraduate Language and Literacy class was conducted to examine the potential of simulation using Second Life (SL) in teacher education. Games and simulations were operationally defined in the broadest sense to distinguish key characteristics between them. This study identified a number of ways (e.g., extra credit option, supplementary tool, and enhancement to teaching and learning) SL could be used as an educational tool to engage students in learning.

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