Transformative L2 Teacher Education Innovations

Insights from Vygotskian Sociocultural Theory
Herausgeber: Rieker, Jacob; Golombek, Paula R.; Johnson, Karen E.

• Broschiertes Buch

Produktbeschreibung

Transformative L2 Teacher Education Innovations features empirical research studies informed by Vygotskian Sociocultural Theory (VSCT) that are explicitly and intentionally designed to transform second language (L2) teacher reasoning and thinking, as well as L2 teaching practices and pedagogical choices

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Produktdetails

• ESL & Applied Linguistics Professional Series
• Verlag: Taylor & Francis Ltd
• Seitenzahl: 254
• Erscheinungstermin: 17. Dezember 2024
• Englisch
• Abmessung: 228mm x 152mm x 17mm
• Gewicht: 406g
• ISBN-13: 9781032825625
• ISBN-10: 1032825626
• Artikelnr.: 71676554

Autorenporträt

Karen E. Johnson is a Kirby Professor of Language Learning and Applied Linguistics at The Pennsylvania State University, USA. Paula R. Golombek is a Clinical Professor of Linguistics at The University of Florida, USA. Jacob Rieker is an Assistant Research Professor in English for Specific Purposes and English as a Medium of Instruction at The Pennsylvania State University, USA.

Inhaltsangabe

List of Contributors
Foreword
Acknowledgements
Notes on Transcriptions
Chapter 1
Vygotskian Sociocultural Theory and Transformative Second Language Teacher
Education
Chapter 2
Novice Language Teacher Conceptual Development through Concept-Based
Language Instruction: Empowering Novices for Novel Contexts
Chapter 3
Tiny Talks as an Intentional Mediational Space: 'Listening' to How Novice
Language Teachers Think/Feel Together
Chapter 4
"I had a different approach to teaching than I do now": Provoking shifts in
novice language teacher instructional stance with Vygotskian
praxis-oriented pedagogy and concept-based language instruction
Chapter 5
Impacting Teacher Candidates' Language Ideologies in a Grammar Course: The
Role of Scientific Concepts
Chapter 6
The Co-construction of Cyclical Dialogic Interactions during the Initial
Teaching Experience: An Innovative Initiative in Brazilian EFL Teacher
Education
Chapter 7
Sites of Transformative Potential: Intentionality and Impacts of Vygotskian
Sociocultural Theory-informed Language Teacher Education Practices
Chapter 8
A Mixed Method Study of a Critical Sociocultural Coaching Intervention:
Teacher and Student Outcomes
Chapter 9
Learning to Teach Language as Social Practice: Vygotskian Concept-based
Professional Development for Community-based Adult ESL Volunteers
Chapter 10
Embracing Dialogic Feedback in Chilean EFL Teacher Education: A Self-Study
of Teacher Educator Practices
Chapter 11
L2 Teacher Educators as Creators of EMI Faculty Development: How
Imagination Makes Pedagogical Innovation Possible