Praxis-oriented Pedagogy for Novice L2 Teachers PDF Download

Author: Karen E. Johnson
Publisher: Taylor & Francis
ISBN: 1000786234
Category : Foreign Language Study
Languages : en
Pages : 277

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Book Description
In this cutting-edge book on L2 teacher education, experts Johnson, Verity, and Childs demonstrate how praxis-oriented pedagogy grounded in the principles of Vygotskian Sociocultural Theory (VSCT) can have a meaningful impact on L2 teachers’ development. Starting with a clear definition of praxis-oriented pedagogy, the authors lay out a theoretical foundation and document how appropriately designed praxis-oriented L2 teacher education pedagogy supports the development of novice teacher reasoning. Drawing from a longitudinal study of L2 novice teachers, chapters address the teachers’ understanding, learning, and cognitive development and how their capabilities grow in creating and implementing engaging language learning environments for their ESL students. At the core of the book lies a unique set of pedagogical concepts: linguistically compact, conceptually rich chunks of language that function as psychological tools for learning and teaching. By covering teachers’ changes in understanding, reasoning, and pedagogical activities, the book reveals the role that pedagogical concepts play in praxis-oriented pedagogy. Essential reading for language teacher educators, language teachers, and researchers, this book makes the VSCT principles that inform praxis-oriented pedagogy both clear and accessible.

Author: James P. Lantolf
Publisher: Routledge
ISBN: 1136703012
Category : Foreign Language Study
Languages : en
Pages : 182

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Book Description
Explicating clearly and concisely the full implication of a praxis-oriented language pedagogy, this book argues for an approach to language teaching grounded in a significant scientific theory of human learning—a stance that rejects the consumer approach to theory and the dichotomy between theory and practice that dominates SLA and language teaching. This approach is based on Vygotsky’s sociocultural theory, according to which the two activities are inherently connected so that each is necessarily rooted in the other; practice is the research laboratory where the theory is tested. From the perspective of language education, this is what is meant by the ‘pedagogical imperative.’ Sociocultural Theory and the Pedagogical Imperative in L2 Education • Elaborates a new approach to dealing with the relationship between theory and practice—an approach grounded in praxis—the dialectical unity of theory and practice • Presents an analysis of empirical research illustrating praxis-based principles in real language classrooms • Brings together cognitive linguistics and sociocultural theory ─ the former provides the theoretical knowledge of language required of praxis and the latter furnishes the theoretical principles of learning and development also called for in a praxis approach • Offers recommendations for redesigning teacher education programs Its timely focus on the theory-practice gap in language education and its original approach to bridging it put this book at the cutting edge of thinking about Vygotskian sociocultural theory in applied linguistics and SLA.

Author: Antony John Kunnan
Publisher: John Wiley & Sons
ISBN: 1394179596
Category : Education
Languages : en
Pages : 725

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Book Description
The Concise Companion to Language Assessment provides a state-of-the-art overview of the crucial areas of language assessment, teaching, and learning. Edited by one of the foremost scholars in the field, The Concise Companion combines newly commissioned articles on innovations in assessment with a selection of chapters from The Companion to Language Assessment, the landmark four-volume reference work first published in 2013. Presented in eight themes, The Concise Companion addresses a broad range of language assessment methods, issues, and contexts. Forty-five chapters cover assessment conceptualization, development, research, and policy, as well as recent changes in language assessment technology, learning-oriented assessment, teacher-based assessment, teacher assessment literacy, plurilingual assessment, assessment for immigration, and more. Exploring the past, present, and future possibilities of the dynamic field, The Concise Companion to Language Assessment: Contains dedicated chapters on listening, speaking, reading writing, vocabulary, pronunciation, intercultural competence, and other language skills Describes fundamental assessment design and scoring guidelines, as well as advanced concepts in scenario-based assessment and automated performance scoring Provides insights on different assessment environments, such as classrooms, universities, employment, immigration, and healthcare Covers various qualitative and quantitative research methods, including introspective methods, classical reliability, and structural equation modeling Discusses the impacts of colonialism and discrimination on the history of language assessment Explores the use of AI in writing evaluation, plagiarism and cheating detection, and other assessment contexts Sure to become a standard text for the next generation of applied linguistics students, The Concise Companion to Language Assessment is an invaluable textbook for undergraduate and graduate courses in applied linguistics, language assessment, TESOL, second language acquisition, and language policy.

Author: Nima A. Nazari
Publisher: Taylor & Francis
ISBN: 104011024X
Category : Foreign Language Study
Languages : en
Pages : 286

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Book Description
In an age of rapid technological transformation and evolving teaching settings, the ELT community must adapt to the needs of emerging situations and a diverse range of learners. Adaptable English Language Teaching addresses this need by bringing together contributions from renowned scholars around the world with insights on all major areas of English language teaching with an emphasis on adaptability—of teaching method, context, skills, and priorities. Organized around an innovative past-present-future structure, chapters offer methods, strategies, and perspectives that are adaptable to any difficult or under-resourced context. It delves into engaging through online applications, understanding emerging trends in computer-assisted language learning and teaching, and the implementation of virtual classroom and multimodality in ELT. Given its multifaceted focus, this book will provide ELT practitioners, trainers, trainees, and researchers with invaluable insights and research findings to effectively navigate and adapt to emerging circumstances.

Author: I.S.P. Nation
Publisher: Taylor & Francis
ISBN: 1040108296
Category : Education
Languages : en
Pages : 332

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Book Description
From leading scholar and applied linguist Paul Nation, this book describes and explains the 20 most effective and efficient language teaching techniques and why they work. Backed by decades of research and expertise, Nation examines the principles of learning connected to these techniques, as well as the factors affecting their choice and usage. These techniques are organized around the four skills of listening, speaking, reading, and writing. For each skill, there is an opportunity for learning through meaning-focused use, an opportunity for learning through deliberate study, and a window for fluency development through working with easy material. Each technique is described and analyzed to demonstrate its learning goals and the principles of learning in use. In demonstrating key techniques and methods for language learning, this book is particularly useful for pre-service teachers and students in applied linguistics, TESOL, and language teaching. Each chapter also has a substantial list of research topics for projects or theses.

Author: Laurie Bauer
Publisher: Taylor & Francis
ISBN: 1003833640
Category : Education
Languages : en
Pages : 198

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Book Description
This resource supports TESOL preservice and in-service teachers and curriculum designers in teaching pronunciation more effectively. Laurie Bauer examines the patterns of pronunciation found in English, comments on common errors made by learners, provides advice on what must be taught and what can be allowed to pass, and offers commentary on which parts of the curriculum are necessary for beginners and which are of value only to advanced students. Part I introduces the phonetic background; Part II covers phonetics in more detail (consonants, vowels, prosody, phonotactics and syllables); Part III covers phonology (sound changes influenced by adjacent sounds, morphophonemics, stress rules and free variation); and Part IV covers spelling (English spelling, spelling consonants and vowels, and spelling particularly difficult words). The helpful content can be tailored to one’s teaching needs and will support an educator’s efforts to teach pronunciation seriously, whether it is a matter of pronouncing particular vowels accurately or knowing how to interpret the spelling system to get at the appropriate pronunciation.

Author: Palacios-Hidalgo, Francisco Javier
Publisher: IGI Global
ISBN: 1668482444
Category : Education
Languages : en
Pages : 449

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Book Description
As diversity based on gender identity and sexual orientation remains a target for discrimination, exclusion, and violence in multiple contexts, it is necessary to advocate for comprehensive and quality sexuality and gender education to achieve equity and equality. This co-edited book provides a comprehensive reflection on how education professionals can foster inclusive education in terms of diversity based on gender identity and sexual orientation that impacts positively both LGBTIQ+ and non-LGBTIQ+ students. Promoting Inclusive Education Through the Integration of LGBTIQ+ Issues in the Classroom offers theoretical considerations and practical examples of how LGBTIQ+ issues can be addressed in education, including instances of curriculum responses, teacher training, and recommendations for supporting LGBTIQ+ students. Its target audience includes international teachers of all areas and educational stages, educators, curriculum developers, instructional designers, principals, school boards, academicians, researchers, administrators, and policymakers. The chapters cover theoretical background, practical examples, and guidelines and recommendations for LGBTIQ+-inclusive education policymaking. This book serves as a reference for anyone interested in making education more inclusive in terms of diversity based on gender identity and sexual orientation.

Author: Jacob Rieker
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Book Description
While the second language (L2) teacher cognition literature has extensively documented what language teachers think, know, believe, and do (cf. Borg, 2006), far less is known about the dynamics of L2 teacher development arising from engagement with L2 teacher education pedagogies. Addressing this problem, Kubanyiova and Feryok (2015) contend that the field has yet to elaborate a coherent account of the development of L2 teacher expertise and the role of teacher education in systematically and intentionally leading such development. For Kubanyiova and Feryok (2015), two key questions at the core of the L2 teacher cognition enterprise, "[h]ow do language teachers create meaningful learning environments for their students" and "[h]ow can teacher education, continuing professional development, and the wider sociocultural context facilitate such learning in language teachers" (p.435) remain inadequately addressed and ripe for further inquiry. Directly addressing these issues, the present dissertation examines the development of six student-teachers in a Teaching English as a Second Language course at a large mid-Atlantic university as they engaged with and were shaped by a teacher education pedagogical intervention. Grounded in Vygotskian sociocultural theory (Vygotsky, 1987) and concept-based language instruction (C-BLI) (Lantolf, Xi, & Minakova, 2021), the praxis-oriented intervention both documented and provoked the student-teachers' development of a teaching as dialogic mediation instructional stance (Johnson, 2009). Encapsulated in a select coherent set of pedagogical concepts (Johnson, Verity, & Childs, 2023), a teaching as dialogic mediation instructional stance compels L2 teachers to consider the quality and character of their instruction, the relations between their teaching and student engagement, the importance of offering assistance and guidance that is highly responsive to learners' immediate needs and goals, and the reasoning driving their instructional decision-making. Across a series of individual and collective case studies, the results demonstrate the power of the pedagogical concepts embedded in the C-BLI intervention in how the student-teachers took up and productively used these psychological tools to confront the challenges of learning to teach ESL. Also vital to understanding the nature and trajectory of the student-teachers' development were the quality and character of the teacher educators' mediation. The forms of contingent, dynamic, and responsive mediation offered by the teacher educators were essential in leading the student-teachers to confront the developmental dramas they faced in the course and to develop more sophisticated orienting bases of action toward L2 instruction. Concomitantly, the results of the study call into focus the importance of attending to the sociohistorical basis for language teacher development. To make sense of how the student-teacher participants developed, it was critical to consider prior teaching/learning experiences as the prisms through which they interpreted and attempted to take up the praxis-oriented pedagogy to which they were exposed. More broadly, this dissertation represents a concerted, theorized effort to show that high-quality L2 teacher education pedagogy matters for the development of L2 teacher expertise.

Author: Amy B. Gooden
Publisher: University of Michigan Press ELT
ISBN: 0472037935
Category : Education
Languages : en
Pages : 153

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Book Description
This casebook is designed to broaden L2 teacher knowledge, thinking, and practice with regard to making language and learning accessible to all students. Language teachers are especially accountable for promoting socially just, inclusive, decolonizing, and multicultural pedagogical practices and curricula; at this critical juncture in history, this book is intended to raise language teachers’ awareness of the importance of critically examining and reflecting on the intersectionality of language education and inclusive pedagogical practices. Language teacher educators can use this text in their courses and workshops to build on and extend theoretical foundations, while making critical practical connections. The 12 cases presented here cover a range of inclusive language teaching and learning issues that practitioners are likely to face in their respective teaching contexts. All the cases are based on real-life dilemmas faced by practitioners in the field and have been informed by discussions with pre-service and in-service student teachers. The cases represent a range of classroom contexts: K–12 ESL/sheltered English immersion, world language, and post-secondary EAP; private, charter, and public schools; and urban and suburban settings. The cases are accompanied by pre- and post-problem sets and in-class discussion questions. This volume applies the case-based pedagogy often used in some fields to that of second language teacher education to encourage pre- and in-service teachers to grapple with the types of dilemmas and decisions teachers confront every day. The cases here are not intended as exemplars of practice to be emulated or illustrations of existing theories; instead, they are problem-based narratives that resist clear-cut answers or solutions and remain open ended to stimulate further investigation and reflection. The goal is to mimic the complexity of the classroom where teachers confront a range of pedagogical and learning challenges, and the ensuing experience requires critical, real-time decisions that demand keen professional discernment.

Author: Crawford, Jenifer
Publisher: IGI Global
ISBN: 1799880958
Category : Education
Languages : en
Pages : 547

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Book Description
The field of TESOL encompasses English teachers who teach English as an additional language in English-dominant countries and those teachers who teach English as a foreign language in countries where a language other than English is the official language. This range of educators teaches English to children, adolescents, and adults in primary, secondary, post-secondary, popular education, and language academies or tutoring centers. The diversity of learners and contexts within the TESOL field presents a unique opportunity for educators to address varied educational and societal needs. This opportunity calls for TESOL educators who can support the whole learner in a range of contexts for the greater social good. There is an urgent need for readily reproducible and step-by-step research-based practices and current standards in TESOL that bridge the gap between critical scholarship and equitable teaching practices. This book would serve as a critical addition to current literature in TESOL. TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy is an essential reference that provides practical and equitable step-by-step guides for TESOL educators through the current best practices and methods for effective and equity-minded teaching, critical inquiry, and transformative advocacy. This book is of particular value as it bridges theories to practices with a critical look at racial and social justice in English language teaching, which will lead to the integration of social justice-focused practice across the new curriculum. Covering topics such as integrated language instruction, equity and inclusivity, critical consciousness, and online learning, this text is essential for in-service and pre-service TESOL educators, education students, researchers, administrators, teacher educators, and academicians.