Relevant bibliographies by topics / Language teacher education

Academic literature on the topic 'Language teacher education'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Language teacher education"

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Crandall, JoAnn (Jodi). "LANGUAGE TEACHER EDUCATION." Annual Review of Applied Linguistics 20 (January 2000): 34–55. http://dx.doi.org/10.1017/s0267190500200032.

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Language teacher education programs are likely to be housed in departments of applied linguistics, education, or languages and literature: These three disciplines provide the knowledge base and opportunities for developing skills and dispositions for both prospective and experienced teachers. Until recently, applied linguistics (psycholinguistics, sociolinguistics, discourse analysis, language description, and language teaching and testing methodology) formed the core of language teacher education, not unexpected, since language teaching has historically been the primary focus of applied linguistics (Bardovi-Harlig and Hartford 1997, Crandall 1995; 1996). However, during the last decade, general educational theory and practice have exerted a much more powerful influence on the direction of the education of both preservice and inservice language teacher education, resulting in a greater focus on: 1) practical experiences such as observations, practice teaching, and opportunities for curriculum and materials development (Crandall 1994, Johnson 1996b, Pennington 1990, Richards 1990, Richards and Crookes 1988); 2) classroom-centered or teacher research (Allwright and Bailey 1991, Chaudron 1988, Edge and Richards 1993, Nunan 1989, van Lier 1988); and 3) teacher beliefs and teacher cognition in language teacher education (Freeman 1996; 1998, Freeman and Johnson 1998a, Richards and Nunan 1990). In fact, the last decade can be viewed as a search for a theory of language teaching and, by extension, of language teacher education at both the micro and macro levels (Freeman and Johnson 1998b, Johnson 1996a, Larsen-Freeman 1990, Richards 1990). Language teacher education is a microcosm of teacher education, and many of the trends in current language teacher education derive from theory and practice in general teacher education. These trends include at least four major shifts.
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Muck, Kátia, and Denise Cristina Kluge. "Language teacher professional education:." International Journal for Innovation Education and Research 9, no. 4 (April 1, 2021): 304–17. http://dx.doi.org/10.31686/ijier.vol9.iss4.3059.

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This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultural perspective within L2 teacher education, teachers’ beliefs, and mediation in the sociocultural perspective. The discussion reinforces the significance of peer-activities (peer-observation and peer-feedback) to foster a teacher development process. Moreover, it suggests that a guided peer-activity, such as employing the use of carefully elaborated rubrics, could enhance this process.
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ÜLGÜ, Serkan, and Mustafa ER. "PRE-SERVICE LANGUAGE TEACHER EDUCATION IN TURKEY." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, no. 2 (June 24, 2016): 681–88. http://dx.doi.org/10.19062/2247-3173.2016.18.2.28.

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Kromidha, Esmeralda, and Elida Tabaku. "IMPROVEMENT OF FOREIGN LANGUAGE TEACHER EDUCATION IN ALBANIA." Problems of Education in the 21st Century 38, no. 1 (December 20, 2011): 50–60. http://dx.doi.org/10.33225/pec/11.38.50.

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Foreign language teaching has been the subject of many changes in Albania in response to the social and economic changes that have taken place in the country and in Europe. The foreign language teacher should be able to teach communicative language and intercultural education. This asks for teachers who work to develop professionally by applying active teaching and learning strategies. Teacher education is the basis for this radical change demanded from the teachers. University of Tirana is working to meet this challenge. Based on the problems experienced, beliefs and attitudes future teachers share, new Master Courses on Teacher Education have been designed and applied in the last two years. They aim at improving teachers’ language and teaching skills by having a balanced proportion of content and pedagogical subjects, teaching practice and research. A well designed curriculum is seen as crucial to teacher education. A survey has been conducted on the outcome of the new curricula of Teacher education. The main focus has been to make our foreign language teaching and learning comparable to that of the region by keeping to the standards of European Common Framework of Modern Languages. Key words: key word, key word, key word, key word.
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Ellis, Rod. "Second language acquisition, teacher education and language pedagogy." Language Teaching 43, no. 2 (September 10, 2009): 182–201. http://dx.doi.org/10.1017/s0261444809990139.

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Various positions regarding the Second Language Acquisition (SLA) – Language Pedagogy (LP) nexus have been advanced. Taking these as a starting point, this article will examine the nature of the SLA/LP relationship both more generally and more concretely. First, it will place the debates evident in the different positions regarding the relationship in a broader educational and professional context by examining the nature of the theory/practice nexus – because the issues at stake do not just concern SLA. Second, it will examine critically a number of options for bridging the divide (e.g. through presenting the pedagogical implications of research, engaging teachers in researching their own classroom or promoting research–teacher collaboration). Third, it will probe the relationship in terms of a framework that links (i) SLA researchers, (ii) classroom researchers, (iii) teacher educators and (iv) language teachers. This framework will serve as a basis for formulating a set of eleven principles that can guide attempts to use SLA theory and research in teacher education programmes.
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Bobkina, Jelena, Elena Domínguez Romero, and Susana Sastre-Merino. "Literature and language education." AILA Review 34, no. 2 (December 31, 2021): 145–86. http://dx.doi.org/10.1075/aila.21003.bob.

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Abstract This study explores the perceptions of English language teachers of the use of literature in the context of bilingual secondary education in the region of Madrid (Spain). An approach was adopted under which eighty-one English teacher participants completed a questionnaire so that a quantitative methodological approach of a descriptive – correlational nature could be adopted for this study. Results unveiled teacher perceptions of the benefits and drawbacks of using literary texts as a teaching and learning tool, their selection of literary texts and their actual implementation of these texts in their English classes, as well as the training needs for the effective use of literary texts as a language teaching and learning tool in the bilingual EFL secondary classroom. The pedagogical implications of the study emphasize the need to redesign and consolidate teacher training programmes containing literature and innovative teaching aspects both in initial teacher training programmes and for continued training.
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Medley, Frank W., Jack C. Richards, and David Nunan. "Second Language Teacher Education." Modern Language Journal 75, no. 1 (1991): 131. http://dx.doi.org/10.2307/329850.

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Brown, Kimberley, Jack C. Richards, and David Nunan. "Second Language Teacher Education." TESOL Quarterly 27, no. 4 (1993): 753. http://dx.doi.org/10.2307/3587412.

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Sandstedt, Lynn A. "REACTION:Foreign Language Teacher Education." Foreign Language Annals 24, no. 2 (April 1991): 109–12. http://dx.doi.org/10.1111/j.1944-9720.1991.tb00450.x.

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Grenfell, Michael. "Modern language teacher education." Language Learning Journal 42, no. 3 (September 2, 2014): 239–41. http://dx.doi.org/10.1080/09571736.2014.950015.

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Dissertations / Theses on the topic "Language teacher education"

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Silva, Marimar da. "Teacher knowledge in english language teacher education." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93004.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2009
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This study, qualitative in nature and grounded theory in approach, aims at investigating the concept of teacher knowledge in the area of English language teacher education in the writings of three Brazilian applied linguists with a view to conceptualizing it. Data collection and analysis, based on grounded theory strategies, consist of theoretical and empirical studies on English language teacher education produced between the beginning of 1990 and 2000 by José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes, and João Antonio Telles. The analysis of the ideas of these three Brazilian applied linguists on the education of the English language teacher unveiled that they suggest to adopt (1) the knowledge construction paradigm for professional education, (2) the applied-science reflective model or the craft-reflective model for teacher education, and (3) research of ethnographic nature to approach teachers# reflective practices. In addition, they view teacher knowledge (a) as a cognitive construction, (b) as a social-cognitive construction, and (c) as an experiential construction. As a cognitive construction, teacher knowledge focuses on the development of teachers# competences; as a social-cognitive construction, on teachers# awareness on how discourse works in the social construction of meanings; and as an experiential construction, on teachers# awareness on their personal practical knowledge. The present study suggests that the three applied linguists# views of paradigms of professional education, models of teacher education, approaches to reflective practices, and views of teacher knowledge are related to the way they view how the relation between the teacher and knowledge is constructed. Since that view varies, the present study suggests that teacher knowledge will tend to be a multi-nature concept. In addition, this study points out, on the one hand, a possible fragmented view of the concept of teacher knowledge and of the education of the English language teacher. On the other hand, it acknowledges that the paradigms, models, approaches and views of teacher knowledge suggested by the three applied linguists reflect the development of scientific investigation throughout the history of mankind. Finally, the present study suggests widening the theme studied here, including not only the ideas of other Brazilian applied linguists, but also their empirical studies to get a more precise view of the concept of teacher knowledge in the area of English language teacher education in Brazil.
Este estudo, de natureza qualitativa e embasado na teoria fundamentada, visa investigar o conceito the conhecimento docente nos escritos de três linguistas aplicados brasileiros, com o objetivo de conceituá-lo. Os dados, estudos teóricos e empíricos sobre a formação de professor de inglês, produzidos entre o início de 1990 e de 2000 por José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes e João Antonio Telles, foram coletados e analisados com base nas estratégias da teoria fundamentada. A análise das idéias dos três linguistas aplicados brasileiros sobre a formação de professor de língua inglesa revelou que eles sugerem adotar (1) o paradigma de construção de conhecimento para a formação profissional, (2) o modelo reflexivo de ciência aplicada ou o modelo reflexivo experencial para a formação de professores, e (3) a pesquisa de base etnográfica para a abordagem de práticas reflexivas. Adicionalmente, eles vêem o conhecimento docente como (a) uma construção cognitiva, (b) como uma construção cognitiva-social, e (c) como uma construção experencial. Como uma construção cognitiva, o conhecimento docente está centrado no desenvolvimento de competências; como uma construção cognitiva-social, nas práticas discursivas; e como uma construção experencial, no conhecimento prático pessoal do professor. O presente estudo sugere que as concepções dos linguistas aplicados sobre paradigmas de formação profissional, modelos de formação de professores, abordagens de práticas reflexivas e concepções de conhecimento docente estão relacionadas a sua visão de como a relação entre o professor e o conhecimento docente é construída. Tendo em vista que os três linguistas aplicados têm visões diferentes de como esta relação é construída, este estudo sugere que o conhecimento docente tenderá a ser um conceito de naturezas múltiplas. Este estudo também alerta para uma possível visão fragmentada do conceito de conhecimento docente e da formação de professor de língua inglesa. Entretanto, ele também reconhece que os paradigmas, modelos, abordagens e concepções de conhecimento docente refletem o desenvolvimento de investigações científicas ao longo da história da humanidade. Por fim, o presente estudo sugere ampliar o tema aqui investigado, incluindo não somente as idéias de outros linguistas aplicados brasileiros, mas também seus estudos empíricos a fim de que uma visão mais precisa do conhecimento docente na área de formação de professor de língua inglesa possa ser delineada no Brasil.
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Murray, Neil Langdon. "Communicative language teaching and language teacher education." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019210/.

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This study explores a basic paradox. On the one hand, innovations thatappear in the field of language teaching - or indeed any other field ofendeavour - in order to be maximally effective, need in some way to beincorporated into the contexts of their application. However, such contextsare often unfavourable to the reception of new ideas which consequentlyneed to undergo some measure of adjustment prior to theirimplementation in the classroom. As such those ideas are seldomrealisable in their 'true colours'. Furthermore, they are at timesthemselves not very clear even within their own terms, and may suffer tovarying degrees from vagueness, diffusion and instances of contradiction. What I seek to do in the chapters that follow is investigate Communicative Language Teaching in order to (i) establish what the basictenets of the approach are, and (ii) identify those factors that affect the wayin which communicative principles could be made acceptable andeffective with particular reference to the language teaching /learningsituation in japan. As a necessary corollary of this investigation, consideration is givento the implications for language teacher education where, it is argued,teachers-to-be need to be provided with the means via which to mosteffectively evaluate innovative ideas and come to terms with thosedifficulties that arise from attempts to apply general principles toparticular circumstances.
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Wisniewska, Ingrid. "Parallel process in language teacher education." Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430499.

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Greene, Terry A. "Impacting teacher beliefs: A whole language teacher education program." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187335.

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This multi-case study focuses on a preservice teacher education program and four of the teacher candidate participants. It is important to the field as the focus is on teacher candidates at a mid-point in their professional coursework and also provides an in depth description of the learning experiences provided in a constructivist teacher education program. The teacher education program known as "the whole language block" consists of undergraduate methods instruction in reading, language arts, and social studies and an apprenticeship experience on-site at Borton Primary Magnet School in South Tucson, Arizona. The philosophy of whole language guides the instruction of the block. The case studies focus on the personal beliefs about learning and teaching of four teacher candidates and provide a "window" into the block experience. The data consists of two participant interviews, participants journals, daily field notes, participant exit cards, participant mid/final reflections, interviews with faculty instructors, and personal reflections of the researcher. The data was used to construct and critically analyze two "typical" days of the whole language block; and to construct four case studies of the experiences of the participants. The results of the study demonstrate a change in the teacher candidates' personal beliefs after participating in the whole language block. Additionally, the results speak to the importance of the use of a constructivist philosophy like whole language in teacher education programs. The critical role of an apprenticeship experience for teacher candidates is also supported.
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Smith-Justice, Ella M. "Foreign language teacher self-efficacy: A descriptive study of high school foreign language teachers in central Appalachia." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503071224694554.

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Bangou, Francis. "A situated approach to knowledge construction related to technology-enhanced foreign language teaching and learning for preservice teachers in a large midwestern master of education program." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1057776765.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xii, 286 p. : ill. Includes abstract and vita. Advisor: Shelley D. Wong, College of Education. Includes bibliographical references (p. 232-238).
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Mackenzie, Kevin Roderick. "Teachers' beliefs about classroom practice : implications for the role of second language acquisition theory in teacher education /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19881964.

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Liaw, En-Chong. ""How are they different?" a comparative study of native and nonnative foreign language teaching assistants regarding selected characteristics: teacher efficacy, approach to language teaching/teaching, teaching strategies and perception of nativeship /." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092324144.

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Fuchs, Carolin. "Computer-mediated negotiation across borders : German-American collaboration in language teacher education /." Frankfurt am Main ; New York : Peter Lang, 2006. http://www.loc.gov/catdir/toc/fy0608/2006040841.html.

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Mercieca, Paul. "Teacher attitudes to approaches to teacher education in adult TESOL." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1732.

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This study looked closely at the attitudes of TESOL teachers to a range of approaches to teacher education, with particular emphasis on the role of classroom observation. The influence of pre- and in-service training and the school environment was probed through semi-structured interviews and confirmatory discussions. Participants for this qualitative study were practising TESOL teachers at the Centre for International English, Curtin University, Western Australia. The approach taken was to allow them, as far as possible, to identify issues in teacher education for themselves. At the same time, their words were used, where possible, to describe attitudes to these issues. Any categories which emerged during analysis were regarded as flexible and dynamic. The research shed useful light on the attitudes of teachers with implications for teacher educators in TESOL. It found that informants introspecting on teacher education were mainly concerned with classroom events, but also believed factors outside the classroom and teaching itself, such as personal experience, to be worthy of consideration. The range of contexts in which teacher development takes place is represented in this study as the 'Action- Reflection continuum', which covers six linked aspects. Teaching, the first aspect, is at the 'action' end of the continuum, which then moves through Observing, Being observed, Hearing and Talking about Teaching, Reading and Writing about Teaching, and finally to Personal Development, at the 'reflection' end. Within the individual aspects of teacher development a range of main factors were found to be influential. These were the degrees of experience, comfort, formality, reality, contact with others, and the appropriate balance between theory and practice. A number of clear and consistent views emerged. Teaching itself was clearly a major context for development and unobserved teaching was felt to be extremely valuable at both pre- and in-service. At the same time feedback was considered to be so crucial that some form of observation was essential and unavoidable. When teachers themselves are observed by senior staff, a range of situational factors influence the level of comfort experienced and development taking place. Clearly peer observations were felt to be valuable and less threatening in general. They were felt to be most useful at in-service level, but generally conducive to teacher development. Informants also felt that there were developmental opportunities outside the classroom, particularly of an informal nature, via workshops and other staff interactions, and via personal reflection. The findings of the study support the now strong conviction amongst many of those writing about teacher education that experiential and reflective approaches are preferable to purely behavioural. Previous findings that teachers wish to be actively involved in their own development, participating and interacting with colleagues within a framework of strong institutional support, are also vindicated. At the same time it is clear that more traditional supervisory and evaluative approaches to such matters as classroom observation are still felt to be essential.
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Books on the topic "Language teacher education"

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Language teacher education. London [England]: Arnold, 1998.

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Trappes-Lomax, Hugh, and Gibson Ferguson, eds. Language in Language Teacher Education. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.4.

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C, Richards Jack, and Nunan David, eds. Second language teacher education. Cambridge [England]: Cambridge University Press, 1990.

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Richards, Jack C. Second language teacher education. Cambridge: Cambridge University Press, 1990.

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Nguyen, Minh Hue. English Language Teacher Education. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9761-5.

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SEAMEO RELC International Seminar (41st 2006 Singapore). Teacher education in language teaching. Singapore, Republic of Singapore: SEAMEO Regional Language Centre, 2007.

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Hawkins, Margaret R. Social justice language teacher education. Bristol: Multilingual Matters, 2011.

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Hawkins, Margaret R., ed. Social Justice Language Teacher Education. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694249.

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Hawkins, Margaret R., ed. Language Learning and Teacher Education. Bristol, Blue Ridge Summit: Multilingual Matters, 2004. http://dx.doi.org/10.21832/9781853597657.

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University of Illinois at Urbana-Champaign. Second Language Acquisition and Teacher Education Program. SLATE: Second language acquisition & teacher education. Champaign, Ill.]: University of Illinois at Urbana-Champaign, 1989.

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Book chapters on the topic "Language teacher education"

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Johnson, Karen E. "Language teacher education." In The Routledge Handbook of English Language Teaching, 121–34. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-12.

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Li, Li. "Teacher Cognition and Teacher Education." In Language Teacher Cognition, 277–312. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_9.

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Gao, Xuesong (Andy), and Jian (Tracy) Tao. "Language Teacher Agency." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_123-2.

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Liu, Honggang. "Language Teacher Motivation." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_124-1.

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De Costa, Peter I., Wendy Li, and Hima Rawal. "Language Teacher Emotions." In Encyclopedia of Teacher Education, 1–4. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_262-1.

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Gao, Xuesong Andy, and Jian Tracy Tao. "Language Teacher Agency." In Encyclopedia of Teacher Education, 917–22. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_123.

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Liu, Honggang. "Language Teacher Motivation." In Encyclopedia of Teacher Education, 931–35. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_124.

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De Costa, Peter I., Wendy Li, and Hima Rawal. "Language Teacher Emotions." In Encyclopedia of Teacher Education, 922–26. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_262.

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Torsani, Simone. "Technology and Language Education." In CALL Teacher Education, 19–44. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-477-0_2.

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Kalyanpur, Maya, Padmini Bhuyan Boruah, Sarina Chugani Molina, and Sunaina Shenoy. "English language teachers and teacher education." In The Politics of English Language Education and Social Inequality, 87–107. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003125488-7.

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Conference papers on the topic "Language teacher education"

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Mohatle, Seabata A. "PREPARING AFRICAN LANGUAGE STUDENT TEACHERS FOR THE WORKPLACE IN SCHOOLS: A STUDY IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end092.

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"There is considerable agreement that learning to teach African Languages (AL) is optimized when coursework learning is combined with quality practice learning experiences in schools. The importance of role of (AL) in teacher education programmes and in children's learning is of paramount importance. This study focuses on the use of the African Language (AL) as the language of learning and teaching (LoLT) and its impact on the language development of (AL) student teachers and AL learners. The main aim of this study was to explore the views of a group of student teachers on their practice learning experiences in a ‘teaching school’ (TS). Against the background of major theories in Home Language (HL) teaching and learning, this topic is contextualized within the South African education system. Through qualitative analysis of a dozen semi-structured interviews, this study identifies the issues that limit the ability of African Language Education (ALE) programmes to prepare student- teachers for teaching in South Africa. Based on the findings, a questionnaire was designed to determine the extent of the impact of student teachers’ limited on African Language Proficiency (ALP). A comparison of teacher and learner written errors was made. The findings of the questionnaire responses are presented. Recommendations are made on how student teachers can improve their teaching approaches to ensure quality AL teacher input and AL learner performance. Qualitative questionnaires and (focus group) data were collected, involving all the student teachers in the programme. The responses to the questionnaire were analysed descriptively. The study was conducted at an urban campus of a South African university."
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Motloung, Amos, and Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.

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Language plays a pivotal role in science teaching and learning as it serves as both the medium through which the teachers and learners think and also communicate in the classrooms. Science and Life sciences in particular comprises of a unique scientific language register with a lot of technical words and terms borrowed from other languages other than English. Previous researchers acknowledged the difficulty teachers face when teaching science in a language different from their own and that of the learners. Consequently, the current study explored the various ways in which English-second-language Life Sciences teachers taught Life Sciences in order to mitigate language difficulties for themselves and those of their learners. The study was guided by the research question: how does English as a second language influence teacher practices when teaching Life Sciences to grade 12 learners? Using a qualitative research design, six Life Sciences teachers with various levels of teaching experience, two novices, two relatively experienced and two very experienced teachers, were purposefully selected from six different schools. The assumption was that teachers at various levels of experience may have different experiences of teaching the subject in a second language. Each teacher was observed once whilst teaching the same topic to grade 11 Life Sciences learners to establish their teaching practices. Incidences of learner engagement with the content, teacher-learner and learner-learner interactions were captured and scored using the Reformed Teaching Observation Protocol rubric. Lesson observations were suitable for data collection as they allowed the researcher to examine even non-elicited behaviour as it happened. The findings indicated that language difficulties were prevalent and affected both teachers and learners in engaging with the concepts at hand. For instance, most of the teachers whether experienced or not, struggled to explain and elaborate vital Life Sciences concepts in a comprehensible manner due to lack of proficiency in the language of instruction. The teachers mostly utilised code-switching as it enabled them to explain and elaborate scientific terms and processes in both English and their home languages. Because learners were allowed to express themselves in their home languages, the level of interaction also increased. In addition, teachers used transliteration and demonstrations as teaching strategies that also reduced the challenges of using English as a medium of instruction. The study informs both pre-service and in-service teacher development programmes.
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McNeill, Arthur. "LANGUAGE TEACHER EDUCATION: RESPONDING TO THE DEMAND FOR TEACHERS OF GLOBAL LANGUAGES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2267.

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Taikumanova, Mahabbat, and Elmirа Uteubayeva. "ACMEORIENTED DEVELOPMENT OF TEACHERS IN THE INTEGRATED EDUCATIONAL SPACE." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(31).

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In this article, the problems of the teacher's professional development, as well as the pedagogical conditions of the acmeoriented mentoring within educational institutions are being examined. The characteristics of mentoring, the features of the integrated educational space of pedagogical education in the training of teachers also had been presented here. Nowadays, the need for mentoring is quite urgent to an extent that a modern teacher must be able to instantly 'react' to the ongoing changes within the educational system. A proper 'response' to such metamorphoses in the institutional environment is required such that it's encompassing alterations of the educational program's content, the introduction of brand-new teaching methods and technologies. Mentoring is organically combining acmeorinted professional development, its personalization, and guarantees a holistic approach to each teacher. It's believed by us that mentoring allows us to expand applied professional skills and competencies. The following paper represents a general experience of the educational mentoring process, in particular, considering the use of mentoring in the advancement of acting teachers' qualifications. An important role plays an innovative project of advanced training courses, "Pro-teaching", established collectively with Karaganda Buketov University and aimed at developing new training programs.
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Pila, Oniccah Koketso, and Lydia Mavuru. "NATURAL SCIENCES TEACHERS’ PERCEIVED COGNITIVE ACADEMIC LANGUAGE PROFICIENCY (CALP) NEEDS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end080.

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"Teachers Cognitive Academic Language Proficiency (CALP) has been found to be important for meaningful teaching and learning of any subject. Over the years research has focused more on English second language learners’ CALP needs and less on the teachers. Because teachers are the cornerstones who drive the process of teaching and learning in the classrooms, their proficiency in the language of teaching and learning are vital. In the South African context, English is regarded as the official language of teaching and learning from grade 4 onwards despite that both teachers and learners come from diverse linguistic backgrounds where English is a second or third language. Underpinned by the socio-cultural theory as the theoretical framework, the paper reports on a study that determined both in-service and pre-service teachers’ perceived CALP needs when teaching Natural Sciences in multicultural township schools. In a qualitative research approach 12 teachers were randomly selected who comprised of six in-service teachers and six final year pre-service teachers enrolled for a Natural Sciences course at a University in South Africa. Each teacher was interviewed once using a semi-structured interview schedule which allowed them to freely express their perceived CALP needs. The data was analysed using a constant comparative method. Findings from the analysis of data showed that teachers experienced many challenges when teaching Natural Sciences using English, a language different from their home languages and those of their learners. They indicated that because science is a unique language on its own they struggle to spell, pronounce, understand and most importantly to explain to the learners using English. The teachers indicated their little to non-exposure to English other than in the classrooms compared to their home languages. Whilst some of the teachers perceived English as an important language due to its universality, they however indicated that code switching to own home language and those of the learners was inevitable when it comes to meaningfully explain some scientific concepts and processes in a way that learners would comprehend. However, others acknowledged the challenges of using code switching in the linguistic diverse classroom environments. Most teachers suggested training workshops intended to develop them with skills to identify appropriate terms and expressions, and explain complex scientific concepts in English. These findings have implications on both pre-service and in-service teacher professional development programmes."
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Obeso, Olivia. "Challenging Academic Language in Teacher Education." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1888461.

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Becker, Daniel, Ralf Gießler, and Janine Schledjewski. "Cognitive apprenticeship as a tool for materials development in an EFL teacher education project." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9364.

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A major problem in teacher education is the gap between theory and practice. Engaging student teachers in materials development is one way to integrate theory and practice in EFL (English as a Foreign Language) teacher education. It is during the complex process of materials development that student teachers start to envision learning processes and outcomes of specific language learning tasks. However, materials development does not take care of itself. It is argued that methods of cognitive apprenticeship can be a tool to support student teachers in the complex process of materials development. Cognitive apprenticeship is about modelling and verbalizing the internal cognitive processes underlying complex problem-solving tasks such as adapting authentic materials and writing rubrics. This paper reports how these methods are applied in an EFL teacher education project on materials development. Engaging student teachers in materials development can be a worthwhile opportunity-to-learn in university-based teacher education for any subject whatsoever.
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Rochsantiningsih, Dewi. "Exploring Language Teacher Roles as Teacher Identity." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.002.

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Khairova, Irina V. "Multicultural Education Of Schoolchildren During Russian Language Learning." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.42.

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Libusha, Azwidowi Emmanuel. "USING EVERYDAY LANGUAGE TO SUPPORT LEARNERS’ ACCESS TO MATHEMATICAL CONTENT KNOWLEDGE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end013.

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The language of mathematics can hinder the development of some learners’ conceptual understanding of mathematics. Language as a whole plays a crucial role in the teaching and learning of mathematics as it serves as the medium in which the teachers and learners think and communicate in the classroom. Ball, Thames and Phelps (2008) argue that the demands of teaching mathematics require specialized mathematical knowledge that only pertains to mathematics teaching and is not required in other mathematics professions. The role of the teacher is to use resources available to them to support learners in accessing mathematical content knowledge. Previous researchers acknowledged the difficulty learners face when trying to interpret the formal language of mathematics in order to access mathematical content knowledge. Consequently, the current study explored the various ways in which the language of learning and teaching can be utilized by teachers to mitigate language difficulties their learners may experience. The study was guided by the research question: What is the informal mathematical language that Grade 10 teachers use to inform effective instruction when teaching functions? This paper aims to describe how teachers use informal mathematical language to teach inequalities and functions. The research is qualitative and the descriptive method was employed, with the researcher serving as the main instrument. The required data was collected by observing two teachers teaching inequalities and functions. The findings indicate that the use of transliteration and demonstrations as teaching strategies reduced the challenges of using English as a medium of instruction to interpret mathematical symbolic language and that the use of everyday language makes a difference in the learning of functions and inequalities. The study informs both pre-service and in-service teacher development programmes.
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Reports on the topic "Language teacher education"

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Berdan, Robert, Terrence Wiley, and Magaly Lavadenz. California Association for Bilingual Education (CABE) Position Statement on Ebonics. Center for Equity for English Learners, 1997. http://dx.doi.org/10.15365/ceel.statement.1997.1.

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In this position statement, the authors write in support of Ebonics (also known as African American Vernacular English, Black English, Black Dialect, and African American Language) as a legitimate language. The linguistic and cultural origins of Ebonics is traced, along with its legitimacy by professional organizations and the courts. CABE asserts that the role of schools and teachers is therefore to build on students’ knowledge of Ebonics rather than replace or eradicate Ebonics as they teach standard English. This position statement has implications for teacher training.
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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams.
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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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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.
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Lin, Shaojuan. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.283.

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Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

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The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu’s ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study.
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PALIY, T., and A. BAGIYAN. CHARACTERISTIC OF A TEACHER-PHILOLOGIST’S PROFESSIONAL PERSONALITY THROUGH THE PRISM OF AXIOLOGY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-48-58.

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This article raises the urgent problem of modern higher linguistic education connected with the pedagogical activities of the teaching staff of language departments. The aim of the research is to design and test the axiological model of the professional personality of a philologist teacher. The study is based on sociological and culturological approaches, traditions of linguistic education in Russia, which are significant for the formation of the personality of a future teacher, translator, interpreter, etc., understanding of the peculiarities of the pedagogical activity of linguists. Discussion, psychological and mathematical-statistical methods were used in the course of the following research. The results of the study have demonstrated some certain unique features of the Russian axiological space. The priorities of students in the process of assessing teachers of philologists and their professional activities are also established. The results obtained can serve as a basis for the design and testing of original trainings, refresher courses, taking into account the received request from the objects of the educational process.
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Ustinova, Viktoriia O., Svitlana V. Shokaliuk, Iryna S. Mintii, and Andrey V. Pikilnyak. Modern techniques of organizing computer support for future teachers’ independent work in German language. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3255.

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The purpose of the study is to elucidate the theoretical and methodological aspects of computer support organization for independent work in a foreign (German) language for future teachers of different subjects. The subject of the study is a methodological technique of organizing effective computer support for future teachers to work independently in a foreign (German) language. Objectives of the study: to state the goals of studying foreign languages in its broad and narrow sense, the requirements for the results of future teachers’ training in different subjects; to explore ways of organizing computer support for future teachers’ independent work; to determine the list and purpose of the basic and auxiliary structural elements of a typical e-learning Moodle course in a foreign language; to provide methodological recommendations for the organization of future teachers’ independent work in the content of a separate training module of the Moodle course “Foreign (German) Language”. The article summarizes the experience of organizing computer support for future teachers’ independent work and the substantive and methodological features of its implementation into the process of experimental introduction of the Moodle course “Foreign (German) Language” into the educational process carried out on the basis of Kryvyi Rih State Pedagogical University.
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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
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