Educating Second Language Teachers

✍ Scribed by Donald Freeman

• Publisher: Oxford University Press
• Year: 2016
• Tongue: English
• Leaves: 355
• Category: Library

✦ Synopsis

Donald Freeman examines how core ideas and practices in educating second language teachers relate to and differ from teacher education in other content areas. He weaves together research in general and second language teacher education with accounts of experience and practice to examine how background knowledge is defined in language teaching. Throughout, Freeman demonstrates how understanding the processes of teacher learning, knowing, thinking, and reflecting are ‘the same things done differently’ in second language teacher education. Educating Second Language Teachers reconsiders pre- and in-service teacher education, and proposes a detailed, comprehensive design theory for teacher education. “A masterful account of the landscape of second language teacher education and the development of its theoretical assumptions and practices. It offers a unique and original conceptualization of the field and will be an invaluable resource for teachers, teacher educators and researchers.” Jack C. Richards, University of Sydney and University of Auckland Additional online resources are available at www.oup.com/elt/teacher/eslt Donald Freeman is Associate Professor of Education at the University of Michigan. Oxford Applied Linguistics Series Advisers: Anne Burns and Diane Larsen-Freeman

✦ Table of Contents

Title Page
Copyright
Dedication
Acknowledgements
Preface
Contents
List of Figures and Tables
PART ONE How people use what they know to do what they do in the language classroom
Introduction to Part One
1 Teaching (language) teaching
The chapter argument
Prescriptive proposals and descriptive understandings
Teaching teaching: pronominal and nominal views
The isomorphic relationship
Social facts and thought collectives
The chapter argument revisited
2 The central challenges in second language teacher education
The chapter argument
The first challenge: language in the world and language in the classroom
The language classroom—as microcosm or on ramp
How classrooms make language content
The second challenge: how classrooms (re)define language teaching
Language classrooms and teachers’ technical cultures
The third challenge: how people learn to teach languages
Language teaching identity
The chapter argument revisited
PART TWO Learning to be a language teacher
Introduction to Part Two
3 How people become language teachers: defining background knowledge
The chapter argument
Two views of background knowledge
The ‘born expertise’ position
The ‘made over time’ position
ELT programs and the notion of ‘born expertise’
Two theorizations of teacher learning
The chapter argument revisited
4 Disciplinary transmission in second language teacher education
The chapter argument
Setting the terms—disciplinary hybrids
Disciplinary communities and their vernaculars
Putting the terms in circulation: a tale of two conferences
The chapter argument revisited
5 Learning-in-place: situating content and professional learning in language teacher education
The chapter argument
The dilemma of language as situated content
The dilemma of situated learning in teacher preparation
Pedagogical simplification
The chapter argument revisited
6 Socio-cultural views: understanding sense making and what travels in learning to teach languages
The chapter argument
Sense making
How actions become meaningful and activity works as a system
What travels
Equipment, tools, and activity
Levels of contradiction
The chapter argument revisited
PART THREE Core processes of second language teacher education
Introduction to Part Three
7 How teacher thinking got to be part of language teaching
The chapter argument
Generation zero: thinking as behaving
The first generation: thinking methodologically
The second generation: thinking synthetically
The third generation: thinking heuristically
The chapter argument revisited
8 Four representations of teacher thinking
The chapter argument
Horizontal connections (within educational research)
Idea 1: decisions and decision-making
Idea 2: teachers’ thought processes
Vertical connections (in language teaching)
Idea 3: an ethno-cognitive model of teachers’ decision-making
Idea 4: language teacher cognition(s)
The chapter argument revisited
9 Knowledge generations in language teaching
The chapter argument
The first generation—defining what
The second generation—defining how
The third generation—defining who and where
The fourth generation—defining why
The chapter argument revisited
10 Knowledge-geographies: a socio-professional view of what is worth knowing in ELT
The chapter argument
The structural map: a geography of institutions
The implementational map: a geography of practices
The human map: a geography of participation
The chapter argument revisited
11 Reflecting: thinking and knowing in teaching situations
The chapter argument
(Re)conceptualizing reflection: situations of practice and action-present
Implementing reflection
Reflection-as-repair
Reflection in situations of practice and action-present
The chapter argument revisited
PART FOUR A design theory
Introduction to Part Four
12 A design theory—Part one: social facts and communities
The chapter argument
The same things done differently
A teacher education design theory (Part one)
Tools and opportunities
Social facts
Local and professional languages
Communities
The chapter argument revisited
13 A design theory—Part two: renaming experience to reconstruct practice
The chapter argument
A teacher education design theory (Part two)
Two forms of community
Articulation
Explanation
Why call this theory a design theory?
Appendix A
Using the theory in language teacher education activities
An ongoing example: the language-learning biography
Using tools to create social facts: an ongoing example
Pathways to content: converting time into social experience
Discussion
Appendix B
Using the theory in language teacher education programs
At the level of activity
At the level of a module or course
Summarizing design ideas
Appendix C
Thoughts on assessment
Analyses
Summary
References
Index