Teachers hold a key position in determining what is taught and how in the language classroom. In their decision making, they draw on policies, educational authorities, textbooks, teacher education, and their experiences. Previous research on teachers' personal practical knowledge, subject-matter knowledge, practical knowledge, teacher cognition or beliefs (e.g. Clandinin 1985, Golombek 1998, Craig 2004, Borg 2003, Kubanyiova & Feryok 2015, Barcelos & Kalaja 2011) has established that the knowledge base and beliefs of teachers are guiding the their pedagogical choices and that teaching practices are essential in what and how the learners learn. However, we know little about the moment-by-moment processes of classroom practices through which teachers' conceptualizations of language develop and/or surface, particularly in interaction with their students. Given their position, teachers constantly apply, enact, and thus reinvent current theories in their classroom practices. At the same time, they work in different, multi-layered contexts and their agency and identities interact in complex ways with local, societal, and global conditions. This symposium sets out to explore the relationship between teachers' conceptualizations of language, i.e. their socially and historically developed and interactively shaped understandings of language and how they surface in teachers' practices in various contexts around the world.
Click here for the detailed program.
Teachers hold a key position in determining what is taught and how in the language classroom. In their decision making, they draw on policies, educational authorities, textbooks, teacher education, and their experiences. Previous research on teachers' personal practical knowledge, subject-matter knowledge, practical knowledge, teacher cognition or beliefs (e.g. Clandinin 1985, Golombek 1998, Craig 2004, Borg 2003, Kubanyiova & Feryok 2015, Barcelos & Kalaja 2011) has established that the knowledge base and beliefs of teachers are guiding the their pedagogical choices and that teaching practices are essential in what and how the learners learn. However, we know little about the moment-by-moment processes of classroom practices through which teachers' conceptualizations of language develop and/or surface, particularly in interaction with their students. Given their position, teachers constantly apply, enact, and thus reinvent current theories in their classroom practices. At the same time, they work in different, multi-layered contexts and their agency and identities interact in complex ways with local, societal, and global conditions. This symposium sets out to explore the relationship between teachers' conceptualizations of language, i.e. their socially and historically developed and interactively shaped understandings of language and how they surface in teachers' practices in various contexts around the world.Click here for the detailed program.
Room 1 AILA 2021 aila2021@gcb.nl
Paula Golombek
Ana Maria Ferreira Barcelos
Xuying Fan
Li Li
Argyro Kanaki
Lynell Chvala
Line Møller Daugaard
Paolo Della Putta
Anuchaya Montakantiwong
Maj Schian Nielsen
Yue PengTechnical Issues?
If you're experiencing playback problems, try adjusting the quality or refreshing the page.
Questions for Speakers?
Use the Q&A tab to submit questions that may be addressed in follow-up sessions.
