Artykuły w czasopismach: „Language teacher education”

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Crandall, JoAnn (Jodi). "LANGUAGE TEACHER EDUCATION". Annual Review of Applied Linguistics 20 (styczeń 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, i Denise Cristina Kluge. "Language teacher professional education:". International Journal for Innovation Education and Research 9, nr 4 (1.04.2021): 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, i Mustafa ER. "PRE-SERVICE LANGUAGE TEACHER EDUCATION IN TURKEY". SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, nr 2 (24.06.2016): 681–88. http://dx.doi.org/10.19062/2247-3173.2016.18.2.28.

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Kromidha, Esmeralda, i Elida Tabaku. "IMPROVEMENT OF FOREIGN LANGUAGE TEACHER EDUCATION IN ALBANIA". Problems of Education in the 21st Century 38, nr 1 (20.12.2011): 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, nr 2 (10.09.2009): 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 i Susana Sastre-Merino. "Literature and language education". AILA Review 34, nr 2 (31.12.2021): 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 i David Nunan. "Second Language Teacher Education". Modern Language Journal 75, nr 1 (1991): 131. http://dx.doi.org/10.2307/329850.

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Brown, Kimberley, Jack C. Richards i David Nunan. "Second Language Teacher Education". TESOL Quarterly 27, nr 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, nr 2 (kwiecień 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, nr 3 (2.09.2014): 239–41. http://dx.doi.org/10.1080/09571736.2014.950015.

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Karatsiori, Marianthi. "Initial French language teacher education policy in Greece and curriculum evaluation among student teachers of FLE". Apples - Journal of Applied Language Studies 9, nr 2 (23.06.2015): 25–49. http://dx.doi.org/10.17011/apples/urn.201512093951.

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This paper presents initial language teacher education policy adopted in Greece and describes a study which examines student teachers’ of FLE (Français Langue Étrangère) perception of their initial teacher education and its contribution to their future professional life. The sample comprised 67 student teachers in their fourth year of studies for a bachelor degree in the department of French language and literature in the Aristotle University of Thessaloniki in Greece. Data were collected through questionnaires which included both a structured and an open-ended part. The questionnaire’s content was based on the European Profile for Language Teacher Education — a Frame of Reference (Kelly et al 2004), which identifies 40 items as important elements in foreign language teacher education. Prominent among the findings is student teachers’ perception that the current academic curriculum should place more emphasis on teaching practice, on ways of reinforcing communication with other universities and research institutes, and on using the European Language portfolio and the European Portfolio for student teachers of languages (Newby et al. 2007). The paper concludes by proposing ways of improving the existing French language teacher education degree program and actions at national level for restructuring language teacher education policy in Greece.

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Komorowska, Hanna. "Teacher language awareness or language teacher awareness?" Glottodidactica. An International Journal of Applied Linguistics 49, nr 1 (30.06.2022): 125–40. http://dx.doi.org/10.14746/gl.2022.49.1.08.

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The paper outlines the development of the concept of awareness across various academic disciplines and examines terminological problems involved in analysing human cognition. Approaches to awareness in philosophy, developmental psychology, neuroscience and linguistics are discussed, as well as the career of the concept in Second Language Acquisition and Foreign Language Teaching (SLA / FLT). Learners’ and teachers’ language awareness is presented as a basis for the enrichment of the awareness concept by a number of psychological, sociological and pedagogical factors. Special attention is given to neglected aspects of teacher awareness, such as awareness of learners’ thinking processes and teachers’ awareness of classroom decision-making. Implications are sought for pre-service teacher education.

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Lacina, Jan, i Robin Griffith. "Valuing Teachers-and Teacher Education". Reading Teacher 72, nr 4 (26.12.2018): 421–22. http://dx.doi.org/10.1002/trtr.1779.

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Riordan, Emma. "Language education for non-native speaker language teachers". TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (15.11.2018): 44–55. http://dx.doi.org/10.35903/teanga.v24i0.42.

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For non-native speaker language teachers (NNSLT), that is, teachers who teach a language which is not their own first language, one very important skill is competence in the target language. However, the development and maintenance of language skills are often neglected in language teacher training for language teachers. It is assumed that the trainees have already reached the requisite level of competence prior to entry into teacher training programmes, or that the general language courses available to them are sufficient in addressing these language needs. In this paper I argue for the introduction of a new area of Language for Specific Purposes (LSP) to deal with the language skills needed by this learner group. I examine the literature relating to language for non-native speaker language teachers and review research in the teaching of language to NNSLTs. I describe a language course designed specifically for the education of non-native speaker teachers of English at a German university. Questionnaires, surveys and pre- and post-testing methods were used to evaluate the course. The study’s results suggest that the LSP approach is both feasible and successful in improving student teachers’ language skills for the purposes of teaching.

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Potts, Diane, i Euline Cutrim Schmid. "Plurilingual practice in language teacher education". AILA Review 35, nr 1 (27.09.2022): 60–88. http://dx.doi.org/10.1075/aila.22007.pot.

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Abstract Despite decades of research supporting the pedagogic value of learners’ plurilingual resources to their linguistic and academic development, pre-service teachers frequently arrive at university inculcated in ‘target language only’ practices underpinned by monoglossic ideologies. The challenge for teacher education is to productively disrupt quotidian beliefs about language beliefs and prompt reconsideration of future classroom practices. Drawing on the work of the Douglas Fir Group (2016), this paper explores the identities, beliefs and values of two student-teachers as they emerged over the length of an innovative English-German pedagogic project on plurilingualism. The project involved German student-teachers developing a language portrait project for Grade 6 students; student-teachers using project data for undergraduate assignments; and English MA students interviewing young learners about their language portraits via videoconference. The videoconference provided young learners further opportunities to use their plurilingual resources and MA students with data for assignments on identity and investment. Working with DFG’s framework (2016), we examine the interplay of the meso- and macro-dimensions of the larger project’s design and the sometimes contradictory indexing of values and identities within and across activities. Analysis reveals that design choices sometimes unintentionally reinforced linguistic ideologies inconsistent with the project’s objectives, though these conflicts also led student-teachers to unexpected insights. We close with personal reflections on the implications of the first iteration of this design-based research project for the advancement of plurilingual pedagogies in teacher education.

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Saiful, Saiful, Eny Syatriana i Firman Firman. "PREVENTIVE EFFORTS AGAINST KONJO LANGUAGE EXTINCTION THROUGH MULTILINGUAL LEARNING". EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 9, nr 2 (15.11.2020): 383–90. http://dx.doi.org/10.26618/exposure.v9i2.4268.

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The objectives of this study are: 1) to explore strategies for teaching Indonesian and English to integrate local languages, 2) to identify the factors that support the revitalization of local languages in multilingual learning, 3) to determine the perceptions of teachers and students towards the use of local languages in language learning.The results showed that Indonesian language learning at SMP Satap Kajang was carried out in accordance with the applicable curriculum, namely the K-13 curriculum. Meanwhile, learning English has been taught to students since grade I. Local languages have never been taught to students because there is no direction or order from the Bulukumba district education office about what local languages to teach, who teaches them, and how to learn local languages.The observation also found that SMP 1 Satap Kajang had the opportunity to carry out learning the Konjo language. This is supported by the existence of several native teachers who master the Konjo language (one science teacher, social studies, Indonesian, mathematics, religious education, and one English teacher) the teacher also welcomes if multilingual integrated learning is carried out besides the majority of junior high school students. is a native of Kajang who in fact speaks Konjo in general, although most 92% of students know Konjo language. This potential needs to be utilized for learning local languages, especially Konjo language, as an introduction to regional languages and prevent extinction.

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Borelli, Julma Dalva Vilarinho Pereira, Viviane Pires Viana Silvestre i Rosane Rocha Pessoa. "Towards a Decolonial Language Teacher Education". Revista Brasileira de Linguística Aplicada 20, nr 2 (czerwiec 2020): 301–24. http://dx.doi.org/10.1590/1984-6398202015468.

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ABSTRACT In this article, we discuss the challenges of teacher education for the 21stCentury, taking decoloniality as a possible way to resignify our praxis. One of the challenges in decolonial thinking is to problematize the coloniality of knowledge (LANDER, 2005), which is established through the privilege of scientific knowledge and the invisibilization of other forms of knowing. In this respect, Castro-Gomez (2007) affirms that the university is an institution that contributes significantly to the maintenance of this logic. As university teachers directly involved in language teacher education, we have sought different ways to develop our praxis as a decolonial project (WALSH, 2013). In this article, we discuss decoloniality and present three praxes in which our objective was attempting to live language teacher education otherwise.

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Krupchenko, A. K. "Axiological Strategies of Foreign Language Professional Pedagogical Education". Prepodavatel XXI vek, nr 4, 2019 (2019): 44–54. http://dx.doi.org/10.31862/2073-9613-2019-4-44-54.

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The article presents a project of Foreign Language Teaching Department at the Moscow Pedagogical State University “Axiology of Foreign Language Education in the Context of Training the Teacher of the Future”, supported by the Russian Foundation for Basic Research and implemented in line with the objectives of the National Project “Education” (2019–2024). The study involved both future foreign language teachers (at the undergraduate and graduate levels), as well as practical teachers and professional scientists from Russia, near and far abroad in the field of professional foreign language pedagogical education. The project aims to identify promising axiological strategies that characterize the teacher of the future, and includes a whole range of tasks that scientifically substantiate the concept of axiology of foreign language pedagogical education. The article considers current trends in the development of theory and practice of teaching foreign languages and focuses on a new branch of linguodidactics — professional linguodidactics, which is also involved in preparation of a foreign language teacher for professional purposes, in the development of their professional and methodological competencies in educational organizations of non-linguistic training areas.

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Frigols Martin, María Jesus. "The European Framework for CLIL Teacher Education". Language Teaching 44, nr 3 (10.05.2011): 401–2. http://dx.doi.org/10.1017/s0261444811000243.

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The European Framework for CLIL Teacher Education (EFCT – http://clil-cd.ecml.at) is a conceptual tool for guiding the professional development of CLIL teachers. CLIL (Content and Language Integrated Learning) is a dual-focused approach in which an additional language is used for the learning and teaching of both content and language. The framework provides a set of principles and ideas for designing CLIL professional curricula. CLIL programmes differ widely from country to country in their organisation, content, intensity and choice of languages, and there are corresponding differences in how teacher education providers design and implement teacher training and development programmes. The EFCT aims to serve as a transnational conceptual tool for supporting the development of theoretically-sound educational practice in CLIL contexts. It is not intended as a prescriptive template.

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Levrints, Marianna. "Foreign language teacher education in psycho-pedagogical research". Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, nr 2 (2019): 170–76. http://dx.doi.org/10.33310/2518-7813-2019-65-2-170-176.

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The unprecedented growth in the quantity, as well as quality of publications on language teacher education supported by the domain’s increasing experiential background opens up new avenues for enhancing the effectiveness of foreign language teacher education in Ukraine. Hence, the present paper aims at analyzing and singling out recurrent research themes, defining the mainstream approaches of the field of language teacher education, which constitute the emerging theoretical foundations of the field’s knowledge base. The review of the state-of-the-art publications has enabled the specification of the following research areas, pertinent to foreign language teacher education: language teacher cognition, the knowledge base of language teachers, language teacher identity, reflection, language teacher research and action research, language teacher professionalism, the role of teacher education, effectiveness of teaching, expertise, competence, teacher development and some others. The analysis of research suggests overall proliferation of the number of studies on the problem of language teacher education during the past 30˗40 years. Nevertheless, the comparison of the volume of studies highlighting general aspects of teacher education to those specifically related to foreign/second language teacher education reveals the quantitative advantage of the former. More efforts are needed at elaborating language teacher focused issues which stem from the nature of foreign language as a discipline, the socio-cultural role of language teachers and the role of foreign language in particular. Further limitations of the field-related research base, include: 1) a rather small proportion of empirical studies, necessary to provide informed answers for important questions of language teacher education; 2) the majority of available empirical studies are small-scale and contextually limited, which excludes the possibility of generalizations; 3) the field’s overall reliance on traditions, intuition and practical experience, with little regard for theoretical foundations; 4) paucity of research that present systematic complex generalizations of the field’s knowledge base;

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Barbosa, Selma Maria Abdalla Dias. "Language Teacher Education: Identities Under Construction". European Journal of Multidisciplinary Studies 6, nr 1 (10.06.2017): 161. http://dx.doi.org/10.26417/ejms.v6i1.p161-171.

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This ethnographic and longitudinal study is aimed at investigating, analyzing and understanding the complex process of professional, social and cultural identity (re)construction of pre-service teachers in a Teacher Education Course at a Federal University in the extreme north of Brazil. The pre-service teacher’s narratives were investigated through a qualitative approach. The narratives were collected from these students-teachers during the four semesters of their supervised internship class in their undergraduate course, as well as the interactions they posted in the Community of Practice - CdP - and discussed in thematic sessions accomplished during the process of investigation.

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Ur, Penny. "Theory and practice in language teacher education". Language Teaching 52, nr 4 (8.05.2019): 450–59. http://dx.doi.org/10.1017/s0261444819000090.

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We often hear language teachers say ‘Don't confuse me with theories, just give me practical ideas I can take into the classroom’. Many teacher educators and researchers, on the other hand, believe that (research-based) theory is more important, and should be used and implemented by practitioners. This paper will propose an approach to the use of theory and practice in teacher education that may help to resolve this dissonance. After some preliminary definitions and clarification of some common confusions, it is suggested that theory and practice in the context of language teaching are not polar opposites, but points on a continuum: any statement or guideline about teaching can be, more or less, practical or theoretical. The rest of the paper will focus on the questions how the various types of published theories or teacher theorizing can contribute to professional expertise, what is the place of practical tips or recipes, and how all these can be used or combined in teacher education courses to bring about optimal learning by novice teachers, or increased expertise on the part of the more experienced ones.

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Watanabe, Yuichi. "Book Review: Language in language teacher education". Language Teaching Research 8, nr 3 (lipiec 2004): 350–54. http://dx.doi.org/10.1177/136216880400800308.

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Johnson, Karen E., i Paula R. Golombek. "Informing and transforming language teacher education pedagogy". Language Teaching Research 24, nr 1 (11.06.2018): 116–27. http://dx.doi.org/10.1177/1362168818777539.

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Given emerging trends in where, why, how, and to what end English language teachers are being prepared, we argue that greater attention to the design, enactment, and consequences of language teacher education (LTE) pedagogy is critical in order to meet the needs of current and future English language teachers in an increasingly diverse, mobile, unequal, and globalized world. Through our experiences and conviction as researchers and teacher educators, we position a Vygotskian sociocultural theoretical perspective as foundational to informing and transforming LTE pedagogy. In this essay, we offer eight interrelated propositions that we believe constitute LTE pedagogy as a central domain for the knowledge-base of LTE.

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Scott, Mary Lee, Cheryl Brown, Jeremy Harmer, H. Douglas Brown, David Nunan, Jack C. Richards i Charles Lockhart. "Resources in Language Teacher Education". TESOL Quarterly 29, nr 2 (1995): 389. http://dx.doi.org/10.2307/3587632.

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Richards, Jack C. "Second Language Teacher Education Today". RELC Journal 39, nr 2 (sierpień 2008): 158–77. http://dx.doi.org/10.1177/0033688208092182.

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Guo, Quanjiang, Jian Tao i Xuesong Gao. "Language teacher education in System". System 82 (czerwiec 2019): 132–39. http://dx.doi.org/10.1016/j.system.2019.04.001.

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Barkhuizen, Gary, i Simon Borg. "Editorial: Researching language teacher education". Language Teaching Research 14, nr 3 (25.06.2010): 237–40. http://dx.doi.org/10.1177/1362168810365234.

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Prodromou, L. "Teacher Cognition and Language Education". ELT Journal 63, nr 2 (23.05.2008): 183–86. http://dx.doi.org/10.1093/elt/ccp011.

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Limlingan, Maria C., Christine M. McWayne, Elizabeth A. Sanders i Michael L. López. "Classroom Language Contexts as Predictors of Latinx Preschool Dual Language Learners’ School Readiness". American Educational Research Journal 57, nr 1 (13.07.2019): 339–70. http://dx.doi.org/10.3102/0002831219855694.

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The present study examined the relations between teacher-child interactions, teachers’ Spanish use, classroom linguistic composition, and the school readiness skills of low-income, Latinx, Spanish-speaking dual language learners (DLLs), controlling for home and teacher background characteristics, with a national probability sample of Head Start children (i.e., from the Family and Child Experiences Survey [FACES, 2009]). Findings revealed that Head Start classrooms with higher concentrations of DLLs had teachers who reported lower average levels of children’s cooperative behavior. In addition, DLL students in classrooms where teachers used more Spanish for instruction and demonstrated more emotionally supportive teacher-child interactions were found to have higher average scores on measures of approaches to learning. Implications and directions for future research related to classroom language contexts are discussed.

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Csida, Stefanie, i Claudia Mewald. "PrimarWebQuest in foreign language education". International Journal for Lesson and Learning Studies 5, nr 1 (4.01.2016): 45–59. http://dx.doi.org/10.1108/ijlls-09-2015-0029.

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Purpose – The purpose of this paper is to demonstrate the teacher and pupil learning progress through the first implementation of a computer-based method called PrimarWebQuest in a primary school classroom. The study aimed at identifying cognitive and metacognitive skills that are needed to work successfully with the platform. To do so, this lesson study (LS) investigated the pupils’ strategy acquisition and analysed their autonomy and knowledge growth making use of observation, collaborative reflection, questionnaires, content analysis and triangulation. Additionally, the teacher’s development of methodological skills in the use of the strategy was investigated. Design/methodology/approach – A LS was carried out in an urban primary school in Lower Austria over a period of four weeks. Based on an experiment carried out during two project days, the learning and the pupils’ strategy use as regards their autonomy and self-direction were observed and their knowledge growth was analysed making use of pre-and post-tests. Moreover, questionnaires and post-lesson interviews were implemented to verify insights gained from observation and post-lesson discussions in the teacher research group, which consisted of the main investigating teacher, the two class teachers and an external expert. Findings – The study suggests that the pupils’ learning outcomes and self-direction improved through teaching with PrimarWebQuests and also after implementing the refined lesson plan. The results demonstrate the value of learning through new media and emphasise the importance of giving precise instructions as well as the need for careful guidance through the teacher in autonomous learning scenarios including new media. Originality/value – The findings of the study provide a deeper understanding of and guidelines for planning and implementing computer-based lessons with PrimarWebQuests, which may be useful for teachers and curriculum designers.

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Hubbard, Philip. "CALL and the Future of Language Teacher Education". CALICO Journal 25, nr 2 (14.01.2013): 175–88. http://dx.doi.org/10.1558/cj.v25i2.175-188.

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Interest in technology in language teacher education has grown recently as evidenced by the success of CALICO's Teacher Education SIG and the publication of two edited volumes on the topic in the past 2 years. Here, I explore the current state of technology and teacher education and suggest that the future paths of language teacher education and CALL are linked. I begin with a review of data showing that technology education for language teachers is lacking in the majority of existing training programs but that the institutional demand for technology savvy teachers is increasing. I then speculate on the barriers that are limiting the supply. Next, I briefly discuss two concepts that bear on the future of educational technology, Prensky's "digital nativism" and Bax's "normalization." The remainder is devoted to identifying and discussing issues, approaches, and processes that are emerging in CALL language teacher education, drawing primarily from the two previously mentioned edited volumes. The approaches and processes in particular represent promising directions for future CALL course development. I conclude by noting the importance of having a sufficient number of CALL professionals available to develop novel applications and train the next generation of language teachers.

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Basturkmen, Helen. "ESP teacher education needs". Language Teaching 52, nr 3 (13.12.2017): 318–30. http://dx.doi.org/10.1017/s0261444817000398.

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Teaching English for academic purposes (EAP) and for specific purposes (ESP) are demanding areas in which to work. Teaching in these areas typically includes a range of tasks, such as investigating learner needs and specialist discourse, developing courses and materials in addition to classroom teaching. Therefore, teachers face a range of tasks which often require additional knowledge and skills. To date, the literature in EAP and ESP has tended to foreground the needs of learners and background the learning and knowledge needs of teachers. This plenary reviews themes in the literature on teacher education in ESP and reports on two research studies that investigated the practices and perspectives of experienced ESP and EAP teachers. Findings from the studies are discussed in relation to teacher education needs in this field.

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Han, Ligang. "On the Relationship Between Teacher Autonomy and Learner Autonomy". International Education Studies 13, nr 6 (29.05.2020): 153. http://dx.doi.org/10.5539/ies.v13n6p153.

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With the research on fostering and cultivating learner autonomy in foreign/second language teaching and learning, teacher autonomy has gained momentum in the research of foreign language teacher education. There have been many theoretical research and discussions about the definitions of learner autonomy. Many researchers acknowledge that language teachers play important roles in developing learner autonomy. However, the relationship between teacher autonomy and learner autonomy needs to be explored. The focal point of the present paper is a tentative discussion on the relationship between teacher autonomy and learner autonomy in foreign language education and teacher education. This paper sheds light to foreign language education and teacher education in that language teachers should change their traditional roles to ones catering and facilitating the development of learner autonomy, and teacher education and training programs should include and design courses, practicum to enhance and promote teacher-learner autonomy.

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García Chamorro, Martha, Monica Rolong Gamboa i Nayibe Rosado Mendinueta. "Initial Language Teacher Education: Components Identified in Research". Journal of Language and Education 8, nr 1 (31.03.2022): 231–45. http://dx.doi.org/10.17323/jle.2022.12466.

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Research Background: Initial Language Teacher Education (ILTE) has moved conceptually from technical-oriented visions to socio-cultural perspectives that integrate cultural, historical and institutional settings where teachers shape their professional identities. However, relevant discussion in the field indicates that ILTE configurations are grounded on conceptual frameworks that fail to represent the complex nature of teacher preparation.Gap in knowledge and Purpose of the study: In this systematic review we explore whether recent conceptual ILTE understandings are acknowledged in current research as this information is relevant for stakeholders in education.Method: For this reason, this systematic review aims at analysing what teacher education components are addressed in such research in nationally ranked academic journals from 2014 to 2019 and how those components were researched.Findings and value added: Findings indicate areas related to student teachers’ learning are still at the forefront in ILTE. Additionally, that area is still inquired from a disjoint and discreet perspective. Results also show growing discussion about the teacher as a person and contextual elements from a more holistic and interconnected perspective acknowledging the integrative nature of components affecting pre-service language teachers’ education.

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Meihami, Hussein. "Identity-oriented English Language Teachers’ Education Programs as the Arena of Becoming a Glocal English Language Teacher". Pedagogika 135, nr 3 (1.12.2019): 71–84. http://dx.doi.org/10.15823/p.2019.135.4.

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The purpose of the current study is to investigate the potentials of identity-oriented English language teachers’ education programs in developing the glocal identity of English language teachers through examining the perspectives of the EFL teacher educators. Given that, the main features of glocal identity teacher education program were obtained by examining their perspectives. These features are addressing reflective pedagogy, bridging the gap between theory and practice, involving English language teachers in action research, and developing English language teachers’ critical thinking skills in teacher’s education programs.

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Karatsiori, Marianthi, Trisevgeni Liontou i Makrina Zafiri. "Rethinking Teacher Education via Collaborative Learning". International Journal of Teacher Education and Professional Development 4, nr 2 (lipiec 2021): 34–49. http://dx.doi.org/10.4018/ijtepd.2021070103.

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This article focuses on peer online professional development methods for in-service English language teachers. In the digital era, teacher education is in constant change, and online collaborative professional development methods using social media, digital platforms, and tools can be an interesting way in which to create a community of practice where English teachers can engage in generating and jointly developing digital learning content, new conceptions, and models of teaching within an environment of trust. The selected examples will demonstrate how English language teachers can take the role of a teacher-coach and actively engage other English language teachers in tech integration that is deeply embedded in subject matter, as opposed to offering stand-alone lessons on how to use technology. The flipped classroom approach will be liaised with concrete techniques of developing ICT skills and enriching teachers' practices. The methods presented can be used to deliver refresher training, as well as to provide ongoing support and mentorship to hone and build English language skills.

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Eastment, D. "Web sites for the language teacher. Teachers". ELT Journal 55, nr 2 (1.04.2001): 214–16. http://dx.doi.org/10.1093/eltj/55.2.214.

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Eastment, D. "Web sites for the language teacher. Teachers". ELT Journal 55, nr 2 (kwiecień 2001): 214–16. http://dx.doi.org/10.1093/elt/55.2.214.

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Lee, Icy. "Writing teacher education and teacher learning: Testimonies of four EFL teachers". Journal of Second Language Writing 19, nr 3 (wrzesień 2010): 143–57. http://dx.doi.org/10.1016/j.jslw.2010.05.001.

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Comber, Barbara. "Community-Based Approaches to Foreign Language Education". Colombian Applied Linguistics Journal 20, nr 2 (31.07.2018): 151–53. http://dx.doi.org/10.14483/22487085.13839.

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Learning how to recognise and make student and community assets the subject of curriculum is at the core of teachers’ designs and enactments of critical and inclusive pedagogies. However, this era of globalisation and standardisation, where education is increasingly seen as a commodity that underscores economic competitiveness, has made space for local knowledge production, hard to find. Knowing how to incorporate community problems in school-based student-led inquiries, whilst meeting authorised learning outcomes, is also challenging. At the same time there are particular pressures on language teachers where states extol the benefits of English, or another foreign language literacy for global competitiveness. Yet, educational researchers and teacher educators know the potential power of working with students’ assets and motivations to enhance language and literacy learning in classrooms. Community based approaches to language education in various places in Latin America are explored in this issue with contributions from teacher-researchers, collaborative teams, teacher educators and university-based researchers.

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Riegler, Stefanie. "Normativity in language teacher learning: ELF and the European Portfolio for Student Teachers of Languages (EPOSTL)". Journal of English as a Lingua Franca 10, nr 1 (1.03.2021): 89–112. http://dx.doi.org/10.1515/jelf-2021-2048.

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Abstract As with any proposal for a change in pedagogy, the starting point for implementation is teacher education. Suggestions have been put forward for an approach to English language teaching (ELT) which takes into account the lingua franca function language can fulfill. Frameworks for how teachers might adopt a pedagogy of English as a lingua franca (ELF), however, are inconsistent with current policy guidelines for student teacher learning. This concerns most notably those directives provided in the European Portfolio for Student Teachers of Languages (EPOSTL), which is used in a growing number of teacher formation programs. This paper examines the ‘can-do’ statements which the EPOSTL proposes should represent the required methodological competences of language teachers. Using discourse analytic methods, the article explores what the EPOSTL portrays that prospective teachers need to know about language and how to teach it. It is argued that the language education policy represented by the EPOSTL is based on a conceptual perspective that can only impede the development of a genuinely reflective approach to the education of English language teachers and the implementation of an ELF pedagogy.

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Dagarin Fojkar, Mateja, i Darija Skubic. "Pre-Service Preschool Teachers’ Beliefs about Foreign Language Learning and Early Foreign Language Teaching in Slovenia". Center for Educational Policy Studies Journal 7, nr 4 (22.12.2017): 85–104. http://dx.doi.org/10.26529/cepsj.365.

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The implementation of foreign languages in preschool education has prompted the need for qualified teachers. However, most recent studies report a gap between the supply of qualified foreign language teachers of young learners and the demand for such teachers as foreign languages are introduced earlier and earlier. The authors of this paper present some models of initial and in-service training of preschool foreign language teachers in Slovenia. As learners’ beliefs about language learning have been considered an important variable, like many other individual differences in language learning, the main aim of the research was to determine pre-service preschool teachers’ beliefs about early foreign language learning. The research was conducted on a sample of 90 pre-service preschool teachers. The results imply that future preschool teachers are aware of the importance of foreign language learning and their awareness raises with the year of study. The results of the survey indicate that it would be beneficial to include early foreign language teacher training in the education of preschool teachers who are willing to teach foreign languages in kindergartens in Slovenia and elsewhere.

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Dagarin Fojkar, Mateja. "Journeys in Language Education". ELOPE: English Language Overseas Perspectives and Enquiries 16, nr 2 (12.12.2019): 9–11. http://dx.doi.org/10.4312/elope.16.2.9-11.

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This issue of ELOPE is dedicated to language education, which is gaining significance in today’s world as many countries are reshaping their language policies by either introducing languages earlier in the curriculum or implementing additional languages into primary and secondary education. In this context many issues need to be reconsidered, among which teaching and teacher education are the most crucial ones.

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LANTOLF, JAMES P. "Knowledge of Language in Foreign Language Teacher Education". Modern Language Journal 93, nr 2 (czerwiec 2009): 270–74. http://dx.doi.org/10.1111/j.1540-4781.2009.00860_4.x.

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Levrints (Lőrincz, Marianna. "DIRECTIONS FOR RENEWAL OF THE UKRAINIAN SYSTEM OF FOREIGN LANGUAGE TEACHER EDUCATION ON THE BASIS OF US EXPERIENCE". Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», nr 1(48) (27.05.2021): 221–24. http://dx.doi.org/10.24144/2524-0609.2021.48.221-224.

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The need for renewal of Ukraine’s education is objectified by the necessity to reach its compatibility with the global educational process. The article aims at outlining the trajectories of renewal of the national system of foreign language teacher education based on the experience of the USA. In the study the methods of comparative analysis and extrapolation were utilised. It was concluded that transformation of the foreign language teacher education system in Ukraine should be carried out along conceptual, legislative and organizational-content strands, at the state, institutional and personal levels. At the state level: development of legislative basis that would stipulate the establishment and work of professional public agencies in the sphere of foreign language teacher education; development and implementation of standards of foreign language teacher preparation; monitoring the quality of language teacher preparation and certification of its applicants by autonomous professional organizations; reconsideration of specializations and qualifications of specialists in the field of foreign languages in accordance with the requirements of the labour market; preparation of foreign language acquisition specialists («foreign language pedagogical linguistics») as a subspecialisation of «applied linguistics»; introduction of pedagogical internship. At the institutional level: diversification of forms and types of educational programmes (academically oriented/ applied, interdisciplinary, multilevel, combined); introduction of interdisciplinary educational programmes with integrated teaching of disciplines and foreign/second languages; diversification of didactic approaches to the development of language teachers’ professional competencies; increasing the number of credits allocated for school practicum and rationalization of its organizational forms and didactic approaches; development of integrated courses with the parallel study of foreign languages and the content of professional disciplines. At the personal level: developing student teachers’ motivation, the need for continuous professional development.

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Deregözü, Aysel, i Bilal Üstün. "Foreign language teacher students’ attitudes toward reading: Implications for language teacher education". Journal of Language and Linguistic Studies 17, nr 2 (23.06.2021): 816–27. http://dx.doi.org/10.52462/jlls.57.

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Arshavskaya, Ekaterina. "Teacher development in action: understanding language teachers’ conceptual change". Teacher Development 18, nr 2 (3.04.2014): 274–75. http://dx.doi.org/10.1080/13664530.2014.901987.

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Carver-Thomas, Desiree, i Linda Darling-Hammond. "The trouble with teacher turnover: How teacher attrition affects students and schools". education policy analysis archives 27 (8.04.2019): 36. http://dx.doi.org/10.14507/epaa.27.3699.

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Addressing teacher turnover is critical to stemming the country's continuing teacher shortages. It is also important for school effectiveness, as the academic and financial costs of teacher turnover to student learning and district budgets are significant. Using the most recent nationally representative data from the National Center for Education Statistics' Schools and Staffing Surveys, the authors detail which teachers are leaving, why, and which students are most impacted. The study finds higher turnover rates in the South; among mathematics, science, special education, English language development, and world languages teachers; in schools serving students of color and from low-income families; and among teachers of color. The study also finds that several factors are associated with higher turnover rates, including lack of administrative support, teacher salaries, and alternative certification. The paper reviews policy strategies that can address teacher turnover.

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Andrews, S. "Teacher Language Awareness". ELT Journal 62, nr 3 (17.04.2007): 322–24. http://dx.doi.org/10.1093/elt/ccn033.

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