Research on Second Language Teacher Education: A Sociocultural Perspective on Professional Development (ESL & Applied Linguistics Professional Series) PDF
Preview Research on Second Language Teacher Education: A Sociocultural Perspective on Professional Development (ESL & Applied Linguistics Professional Series)
Research on Second Language Teacher Education Embracing a sociocultural theoretical perspective on human cognition and employing an array of methodological tools for data collection and analysis, this volume documents the complexities of second language (L2) teachers’ professional development in diverse L2 teacher education programs around the world, including Asia, South America, Europe, and North America, and traces that development both over time and within the broader cultural, historical, and institutional settings and circumstances of teachers’ work. This systematic examination of teacher professional development illuminates in multiple ways the discursive practices that shape teachers’ knowing, thinking, and doing and provides a window into how alternative mediational means can create opportunities for teachers to move toward more theoretically and pedagogically sound instructional practices within the settings and circumstances of their work. The chapters represent both native and nonnative English speaking pre-service and in-service L2 teachers at all levels from K-12 through higher education, and examine significant challenges that are present in L2 teacher education programs, namely top–down implementation of educational policies and mandated curricular reforms, the creation and impact of inquiry-based professional development programs, the fostering of concept development in L2 teacher education programs, the enactment of culturally responsive pedagogy, the mentoring of novice teachers through their initial teaching experiences, and the development of constructive teacher identities. The implications of the studies in this volume are relevant for language teachers, teacher educators, program administrators, researchers, and educational policy makers. Karen E. Johnsonis Kirby Professor in Language Learning and Applied Linguistics, The Pennsylvania State University. Paula R. Golombek is Clinical Associate Professor, Linguistics, University of Florida. ESL & Applied Linguistics Professional Series Eli Hinkel, Series Editor Johnson/Golombek, Eds.lResearch on Second Language Teacher Education: A Sociocultural Perspective on Professional Development Hinkel, Ed.lHandbook of Research in Second Language Teaching and Learning, Volume II Nassaji/FotoslTeaching Grammar in Second Language Classrooms: Integrating Form- Focused Instruction in Communicative Context Murray/ChristisonlWhat English Language Teachers Need to Know Volume I: Understanding Learning Murray/ChristisonlWhat English Language Teachers Need to Know Volume II: Facilitating Learning Nunan/Choi, Eds.lLanguage and Culture: Reflective Narratives and the Emergence of Identity BrainelNonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth BurnslDoing Action Research in English Language Teaching: A Guide for Practitioners Nation/MacalisterlLanguage Curriculum Design BirchlThe English Language Teacher and Global Civil Society JohnsonlSecond Language Teacher Education: A Sociocultural Perspective NationlTeaching ESL/EFL Reading and Writing Nation/NewtonlTeaching ESL/EFL Listening and Speaking Kachru/SmithlCultures, Contexts, and World Englishes McKay/Bokhosrt-HenglInternational English in its Sociolinguistic Contexts: Towards a Socially Sensitive EIL Pedagogy Christison/Murray, Eds.lLeadership in English Language Education: Theoretical Foundations and Practical Skills for Changing Times McCafferty/Stam, Eds.lGesture: Second Language Acquisition and Classroom Research LiulIdioms: Description, Comprehension, Acquisition, and Pedagogy Chapelle/Enright/Jamison, Eds.lBuilding a Validity Argument for the Text of English as aForeign Language™ Kondo-Brown/Brown, Eds.lTeaching Chinese, Japanese, and Korean Heritage Students Curriculum Needs, Materials, and Assessments YoumanslChicano-Anglo Conversations: Truth, Honesty, and Politeness BirchlEnglish L2 Reading: Getting to the Bottom, Second Edition Luk/LinlClassroom Inter actions as Cross-cultural Encounters: Native Speakers in EFL Lessons Levy/StockwelllCALL Dimensions: Issues and Options in Computer Assisted Language Learning Nero, Ed.lDialects, Englishes, Creoles, and Education BasturkmenlIdeas and Options in English for SpecificPurposes KumaravadivelulUnderstanding Language Teaching: From Method to Postmethod McKaylResearching Second Language Classrooms Egbert/Petrie, Eds.lCALL Research Perspectives Canagarajah, Ed.lReclaiming the Local in Language Policy and Practice AdamsonlLanguage Minority Students in American Schools: An Education in English Fotos/Browne, Eds.lNew Perspectives on CALL for Second Language Classrooms HinkellTeaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammar Hinkel/Fotos, Eds.lNew Perspectives on Grammar Teaching in Second Language Classrooms HinkellSecond Language Writers’ Text: Linguistic and Rhetorical Features Visit www.routledge.com/educationfor additional information on titles in the ESL & Applied Linguistics Professional Series Research on Second Language Teacher Education A Sociocultural Perspective on Professional Development Edited by Karen E. Johnson The Pennsylvania State University Paula R. Golombek University of Florida First published 2011 by Routledge 270 Madison Avenue, New York, NY 10016 Simultaneously published in the UK by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX144RN Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2011. To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk. © 2011 Taylor & Francis The right of Karen E. Johnson and Paula R. Golombek to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging in Publication Data Research on second language teacher education : a sociocultural perspective on professional development / edited by Karen E. Johnson, Paula Golombek. p. cm. Includes bibliographical references and index. 1. English language–Study and teaching–Foreign speakers–Evaluation. 2. Second language acquisition–Research– Methodology. 3. English teachers–Training of–Social aspects. I. Johnson, Karen E. II. Golombek, Paula R. PE1128.A2.R4715 2011 428.0071'1–dc22 2010025615 ISBN 0-203-84499-8 Master e-book ISBN ISBN 13: 978–0–415–88332–0 (hbk) ISBN 13: 978–0–415–88333–7 (pbk) ISBN 13: 978–0–203–84499–1 (ebk) To Glenn, Elizabeth, and Lillian To Michael,Alex, and Anya Contents Preface xi Acknowledgments xiii 1 A Sociocultural Theoretical Perspective on Teacher Professional Development 1 KAREN E. JOHNSON AND PAULA R. GOLOMBEK PART I Promoting Cultural Diversity and Legitimating Teacher Identities 13 2 Becoming a Culturally Responsive Teacher: Personal Transformation and Shifting Identities During an Immersion Experience Abroad 15 ELIZABETH SMOLCIC 3 “I’m Not Alone”: Empowering Non-Native English-Speaking Teachers to Challen ge the Native Speaker Myth 31 DAVI SCHIRMER REIS 4 Working Toward Social Inclusion Through Concept Development in Second Language Teacher Education 50 WILLIAM DUNN PART II Concept Development in L2 Teacher Education 65 5 “Seeing” L2 Teacher Learning: The Power of Context on Conceptualizing Teaching 67 SHARON S. CHILDS viii Contents 6 Embracing Literacy-based Teaching: A Longitudinal Study of the Conceptual Development of Novice Foreign Language Teachers 86 HEATHER WILLIS ALLEN 7 Synthesizing the Academic and the Everyday: A Chinese Teacher’s Developing Conceptualization of Literacy 102 GRETCHEN NAUMAN PART III Strategic Mediation in L2 Teacher Education 119 8 Dynamic Assessment in Teacher Education: Using Dialogic Video Protocols to Intervene in Teacher Thinking and Activity 121 PAULA R. GOLOMBEK 9 Moodle as a Mediational Space: Japanese EFL Teachers’ Emerging Conceptions of Curriculum 136 TATSUHIRO YOSHIDA 10 The Reverse Move: Enriching Informal Knowledge in the Pedagogical Grammar Class 153 DERYN P. VERITY 11 Strategic Mediation in Learning to Teach: Reconceptualizing the Microteaching Simulation in an MA TESL Methodology Course 168 KAREN E. JOHNSON AND EKATERINA ARSHAVSKAYA PART IV Teacher Learning in Inquiry-Based Professional Development 187 12 Teacher Learning through Critical Friends Groups: Recontextualizing Professional Development in a K-5 School 189 PRIYA POEHNER 13 Teacher Learning through Lesson Study: An Activity Theoretical Approach toward Professional Development inthe Czech Republic 204 THOMAS TASKER Contents ix PART V Navigating Educational Policies and Curricular Mandates 223 14 Ten Years of CLT Curricular Reform Efforts in South Korea: An Activity Theory Analysis of a Teacher’s Experience 225 EUN-JU KIM 15 Learning to Teach under Curricular Reform: The Practicum Experience in South Korea 239 KYUNGJA AHN References 254 List of Contributors 274 Index 277
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