August 20, 2021 08:30 AM - August 20, 2022 12:00 Noon(Europe/Amsterdam)
20210820T083020210820T1200Europe/AmsterdamS194 1/2 | What does language mean for teachers and what difference does it make?
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.
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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.
“I think therefore I act”: aligning beliefs about language and instructional practiceView Abstract Watch Recording 0Featured08:30 AM - 06:00 PM (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 16:00:00 UTC
A key factor in research on teachers’ beliefs is their influence on their practices. In this talk, we discuss some of the factors that affect this relationship and address how language teacher educators can help beginning teachers to enact their conceptualizations of language.
“I say what I mean” - exploring teacher cognition-in-interaction of language in EFL classrooms.View Abstract Watch Recording 0StandardAILA Symposium08:30 AM - 06:00 PM (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 16:00:00 UTC
Language teacher cognition research has been of interest for the last two decades. However, few studies have explored how cognition is constructed in interaction. This presentation provides an in-depth analysis of Chinese EFL teachers cognition-in-interaction about language, explaining how language teacher conceptualise “I say what I mean” in class.
Presenters Xuying Fan South China Normal University Co-authors Li Li University Of Exeter
An ethnographic approach exploring teacher beliefs and practices for Modern Foreign Language teaching in a Scottish primary schoolView Abstract Watch Recording 0Standard08:30 AM - 06:00 PM (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 16:00:00 UTC
This paper sets out to explore teacher beliefs and practices for Modern Foreign Language teaching in a Scottish primary school under the 1+2 Scottish language policy. It illustrates an antagonistic relationship between pupils who behave as multilingual individuals, neoliberal policy orientations and monolingual teacher practices.
Teacher conceptualizations of the English language in the expanding circle and how they surface (or not) in reported classroom practicesView Abstract Watch Recording 0StandardAILA Symposium08:30 AM - 06:00 PM (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 16:00:00 UTC
This presentation reports on findings from an in-depth interview study of teachers' conceptualizations of English in society and English in school and how they surface in teachers' reported classroom practices or not. Findings are discussed in light of global oriented approaches to develop democratically engaged, cosmopolitan English speakers and a possible initiative to help teachers in developing these approaches.
Presenters Lynell Chvala Oslo Metropolitan University
Conceptualizations of language and language teaching among student teachers in a specialized language teacher profile in DenmarkView Abstract Watch Recording 0Standard08:30 AM - 06:00 PM (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 16:00:00 UTC
This presentation explores student language teachers' conceptualizations of language and language teaching as they surface in the introductory course "An appetite for language" in a specialized language teacher profile as part of the teacher education programme in a university college in Denmark. The primary empirical basis is reflective memos from a total of 99 student teachers. The presentation lays forward a preliminary analysis of the conceptualizations of language and language teaching among the student teachers in the reflective memos and discusses the consequences for further research as well as for language pedagogical practice in school and in teacher education.
Presenters Line Møller Daugaard Senior Associate Professor, VIA University College
'The Good English': Teachers’ Conceptualization of the Target Language in Adult ESOLView Abstract Watch Recording 0StandardAILA Symposium08:30 AM - 06:00 PM (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 16:00:00 UTC
Without taking the linguistic reality of named languages for granted, what does 'English' mean in the context of adult ESOL? This project seeks to interrogate this issue by analyzing recurrent discourse patterns and meta-linguistic/pragmatic commentary in two classrooms, exploring teachers' linguistic ideologies, as well as their historical development.
Kelsey Swift PhD Candidate And Lecturer, Graduate Center, City University Of New York
Volunteer teachers’ beliefs and practices in a non-profit school of L2 Italian. Principles and outcomes of a teacher training course.View Abstract Watch Recording 0FocusedAILA Symposium08:30 AM - 06:00 PM (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 16:00:00 UTC
We present the characteristics and outcomes of a teacher training course designed for Italian volunteer teachers according to a sociocultural and reflective perspective. 10 teachers were enrolled in the study and, via a questionnaire and classroom observation, positive effects of the training course both on beliefs and practices were detected.
Investigating EFL Teachers’ Cognition and Incorporation of Global Englishes into their Pedagogical Practices: ethnographic perspectivesView Abstract Watch Recording 0FocusedAILA Symposium08:30 AM - 06:00 PM (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 16:00:00 UTC
Based on data from an ethnographic fieldwork in Thailand, my presentation seeks to address how the global spread of English has impacted the way EFL teachers perceive English, what it means to teach it, and how these perceptions are translated into their local classroom practices. Prominent in the findings is the theme of tension and the broader issue of theory-practice divide, manifested as a mismatch between the teachers' awareness of Global Englishes and lack of action. I argue that underlying this mismatch are the emerging tensions as they navigate the many ideologies, both within themselves and with external realities.
University lecturers’ reflections on fostering crosslinguistic awareness as a tool for foreign language learning among pre-service teachersView Abstract Watch Recording 0FocusedAILA Symposium08:30 AM - 06:00 PM (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 16:00:00 UTC
This research investigates crosslinguistic awareness (XLA) looking at conditions for future teachers to become skilled facilitators of XLA. Teaching approaches used in German L3-language courses at Norwegian and Danish universities were observed and compared. Interviews with lecturers were conducted for insights into i.a. conceptualization of language and language teaching philosophies.
Reproducing or Recreating Pedagogies? The Journey of Three CSL Teachers’ Learning of the Communicative ApproachView Abstract Watch Recording 0Focused08:30 AM - 06:00 PM (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 16:00:00 UTC
This study explored teachers’ professional learning of pedagogy from prior experiences of language learning. It found teachers’ comparative and dialogic reflections on the language experiences from three resources (i.e., the traditional classroom, non-traditional classroom, and participation outside class) contributed to their conception of language and language teaching and learning.
Presenters Yue Peng Shanghai University Of Finance And Economics
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 Peng
