Conversation Analytic Language Teacher Education in Digital Spaces

✍ Scribed by Ufuk Balaman

• Publisher: Palgrave Macmillan
• Tongue: English
• Leaves: 290
• Category: Library

✦ Synopsis

This book presents original research on language teacher education (LTE) activities in digital spaces, making use of a multimodal Conversation Analysis (CA) approach to examine multiple datasets and bring new insights into the theory, research, and practice of second/foreign language teacher education. The author conceptualizes a model of Conversation Analytic Language Teacher Education (CALTE), proposing a new knowledge base for LTE, identifying research-informed defining features, mapping the scope of an original praxis base, and providing research evidence from the implementation of this approach in and for digital spaces. The result is an argument for wide implementation and on-going improvement of the CALTE approach, and the book will be of interest to language teacher education professionals, multimodal CA researchers, and applied linguists. 

✦ Table of Contents

Acknowledgements
Contents
List of Figures
List of Tables
1: Introduction
A Brief Overview of Language Teacher Education Paradigms
Situating the Conversation Analytic Approach in the Practice of Language Teacher Education
The Structure of the Book
A Reading Guide
References
2: Conceptualizing Conversation Analytic Language Teacher Education
Mapping Out the Territory
Exploring the Knowledge Base of CALTE
Multimodal Conversation Analysis
CA Research on L2 Interaction
Exploring the Praxis Base of CALTE
CA-Based LTE Models
Interventionist CA and LTE
The Praxis Base in (Inter)Action: Focus on Reflective Talk
Reflection for (Inter)Action
Reflection in (Inter)Action
Reflection on (Inter)Action
The Interactional Management of the Delicacy of Reflective Talk
Designing Conversations for Eliciting Truly Reflective Talk
Identifying Gaps and Devising Digital Solutions: Moving CALTE Forward
References
3: Pre-service Teacher Learning in Video-Mediated Interactions
The CALTE Context and Data
Documenting Teacher Learning in Digital Spaces
Identifying a Teacher Learning Object in Video-Mediated Interactions
Retrospective Tracking of the Teacher Learning Object and Process
Prospective Tracking of the Teacher Learning Object and Process
Conclusion
References
4: Reflective Talk in Video-Mediated Post-Observation Conversations
The CALTE Context and Data
Reflective Talk and Teacher Learning Opportunities in Digital Spaces
Reflecting on Identified Troubles in Online Practicum Teaching
Reflecting on Reflection-in-(Inter)action during Online Practicum Teaching
Conclusion
References
5: Design, Feedback, and Reflection for Video-Mediated L2 Interactions
The CALTE Context and Data
Operationalizing Teacher Learning in and for Digital Spaces
Actionable Disciplinary Knowledge
Selecting the Theme of the Task Sequence
Establishing the Design Criteria
Preparation
Task Design Conversations for an Initial Idea
Whole Group Reflection on Design Ideas
Task Design Conversations for the Final Idea
Implementation and Revision
Conclusion
References
6: Translocating Language Teacher Education: The Way Forward
The Alignment of Research Findings with the Defining Features of CALTE
The Way Forward: CALTE and Translocating LTE
Translocating LTE for Practicum Teaching
Actionable Disciplinary Knowledge
Preparation
Implementation
Revision
Alternative Scenarios
Translocating LTE in and for Virtual Exchange
Actionable Disciplinary Knowledge
Preparation
Implementation
Revision
Alternative Scenarios
Concluding the Book
References
References
Index