on Becoming A Language Educator

Author: Christine Pears Casanave
Publisher: Routledge
ISBN: 1136493875
Format: PDF, Docs
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These personal essays by first and second language researchers and practitioners reflect on issues, events, and people in their lives that helped them carve out their career paths or clarify an important dimension of their missions as educators. Their narratives depict the ways in which professionals from diverse backgrounds and work settings have grappled with issues in language education that concern all of us: the sources and development of beliefs about language and education, the constructing of a professional identity in the face of ethical and ideological dilemmas, and the constraints and inspirations of teaching and learning environments. They have come together as a collective to engage in a courageous new form of academic discourse, one with the potential to change the field. Many of the authors write their stories of having begun their work with voices positioned at the margins. Now, as established professionals, they feel strong enough collectively to risk the telling and, through their telling, to encourage other voices. This volume is intended to provide graduate students, teachers, and researchers in language education with insights into the struggles that characterize the professional development of language educators. Both readers and contributors should use the stories to view their own professional lives from fresh perspectives -- and be inspired to reflect in new ways on the ideological, ethical, and philosophical underpinnings of their professional personae.

Professional Development for Language Teachers

Author: Jack C. Richards
Publisher: Cambridge University Press
ISBN: 9780521613835
Format: PDF, Docs
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This much-needed text provides a coherent and strategic approach to teacher development Teacher Development for Language Teachers examines ten different approaches for facilitating professional development in language teaching: self-monitoring, support groups, journal writing, classroom observation, teaching portfolios, analysis of critical incidents, case analysis, peer coaching, team teaching, and action research. The introductory chapter provides a conceptual framework. All chapters contain practical examples and reflection questions to help readers apply the approach in their own teaching context.

Language Teachers Narratives of Practice

Author: Lesley Harbon
Publisher: Cambridge Scholars Publishing
ISBN: 1443866326
Format: PDF, ePub, Docs
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Language Teachers’ Narratives of Practice is a collection of seventeen essays that examine personal and professional stories of, and by, language teachers in diverse Australian contexts. The voices of twenty-one Australian language teachers in all, describe teachers’ own linguistic and cultural, personal and professional narratives, and how each narrative has informed the construction of their classroom language teaching practice to suit their teaching contexts. We see how teachers make individual responses to emerging pedagogies, developed through the lens of their personal experience and understanding of language and culture. In our invitations to these teachers to contribute chapters to the book, we have encouraged them to make visible the diversity within the Australian language teaching context. This is a new resource for use in a professional development context, for pre-service teachers, in-service teachers, tertiary teacher educators and researchers. This resource will serve as a practical text for teachers to draw on, to extend their own professional knowledge and classroom practice in relevant, useful and diverse areas. The narratives can be examined as case studies of teacher identity and life-worlds, development of pedagogies, intercultural learning, and the differentiation and adaptation needed in particular environments, within a diverse environment such as Australia.

Reflective Writing for Language Teachers

Author: Thomas Sylvester Charles Farrell
Publisher: Equinox
ISBN: 9781845535377
Format: PDF, ePub, Docs
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Since the 1980s, the concept of Reflective Practice has gained in popularity and is now a major component of teacher education and professional development programs worldwide. This book is one of the first to show how this technique can be embraced by language teachers. It makes sense that for those whose job it is to teach writing, a good way to be reflective is by writing regularly about their work. Reflective Writing for Language Teachers shows language teachers how they can use writing as a way to subject their beliefs and practices to critical reflection and offer them a means of using this type of reflective practice for professional development purposes.When language teachers write about various facets of their work over a period of time, and then read over their entries looking for patterns in their own thoughts, they may uncover aspects of their practice that they had not realized before beginning to write reflectively. Reflective writing develops language teachers' understanding of their practice and also leads to a clarification of the values and assumptions that underlie those practices.

Spirituality social justice and language learning

Author: David I. Smith
Publisher: Information Age Publishing
ISBN: 9781593115999
Format: PDF, Kindle
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This book sets out to explore the intersections between matters not frequently yoked in academic discussions: spirituality, social justice, and the learning of world languages. The contributing authors contend not only that these intersections exist, but that they are the site of issues and realities that require the attention of language educators and point to avenues of growth for the language teaching profession. The essays included seek to indicate the possibilities of a neglected area of inquiry, not only in terms of theory but also in terms of the practices of language education. Given this aim of opening up fresh questions, the book is arranged so as to show the relevance of the nexus of spirituality and social justice to teacher education (chapters 3 and 4), language classroom practices (chapters 5 and 6), and the theoretical sources that inform scholarly discussion of language education (chapters 7 and 8). The opening chapters place these explorations in a larger context by showing how they fit into existing social contexts and academic discussions.

Language Teacher Education for a Global Society

Author: B. Kumaravadivelu
Publisher: Routledge
ISBN: 1136837000
Format: PDF, Mobi
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The field of second/foreign language teacher education is calling out for a coherent and comprehensive framework for teacher preparation in these times of accelerating economic, cultural, and educational globalization. Responding to this call, this book introduces a state-of-the-art model for developing prospective and practicing teachers into strategic thinkers, exploratory researchers, and transformative teachers. The model includes five modules: Knowing, Analyzing, Recognizing, Doing, and Seeing (KARDS). Its goal is to help teachers understand: how to build a viable professional, personal and procedural knowledge-base, how to analyze learner needs, motivation and autonomy, how to recognize their own identities, beliefs and values, how to do teaching, theorizing and dialogizing, and how to see their own teaching acts from learner, teacher, and observer perspectives. Providing a scaffold for building a holistic understanding of what happens in the language classroom, this model eventually enables teachers to theorize what they practice and practice what they theorize. With its strong scholarly foundation and its supporting reflective tasks and exploratory projects, this book is immensely useful for students, practicing teachers, teacher educators, and educational researchers who are interested in exploring the complexity of language teacher education.

Making the Connection

Author: Carolyn Temple Adger
Publisher: Delta Systems Company Incorporated
Format: PDF, ePub, Docs
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Papers from a conference on the role of language in the academic achievement of African Americans include: "Language Diversity and Academic Achievement in the Education of African American Students: An Overview of the Issues" (John R. Rickford); "The Language of African American Students in Classroom Discourse" (Courtney B. Cazden); "Enhancing Bidialectalism in Urban African American Students" (Kelli Harris-Wright); "Repercussions from the Oakland Ebonics Controversy: The Critical Role of Dialect Awareness Programs" (Walt Wolfram); "Considerations in Preparing Teachers for Linguistic Diversity" (John Baugh); "The Case for Ebonics as Part of Exemplary Teacher Preparation" (Terry Meier); "Language Policy and Classroom Practices" (Geneva Smitherman); "Language, Diversity, and Assessment: Ideology, Professional Practice, and the Achievement Gap" (Asa G. Hilliard, III); and "Lessons Learned from the Ebonics Controversy: Implications for Language Assessment" (Anna F. Vaughn-Cooke). The text of the testimony of Orlando L. Taylor on the subject of Ebonics is appended. (MSE)

Reflections on multiliterate lives

Author: Diane Dewhurst Belcher
Publisher: Multilingual Matters Ltd
ISBN: 9781853595226
Format: PDF, ePub, Mobi
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Reflection on Multiliterate Lives is a collection of personal accounts, in narrative and interview format, of the formative literacy experiences of highly successful second language users, all of who are professional academics. Representing fourteen countries in origin, the contributors, well-known specialists in language teaching as well as a variety of other fields in the social and physical sciences, recount in their own words past and present struggles and successes as learners of language and of much else.