Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Although writing plays a significant role in communication, 21st century literacies and academic foreign language learning, little research has investigated approaches to and instructional practices of writing in foreign language (FL) contexts. To address this gap, the current study explores how postsecondary FL teachers conceptualize writing instruction and apply their conceptual knowledge in the classroom. Using a sociocultural theory perspective, this qualitative study focuses on genre-based writing instruction and the teaching of textual borrowing among three graduate teaching assistants in a lower-level French as a FL course. Findings, based on analysis of classroom observations, teaching materials, and interviews, demonstrate that participants’ conceptualizations and implementation of textual borrowing were emergent, variable,...

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Tipo: artículo

Metodología: trabajo teórico

Temas: formación de profesores

Resumen:

Language learning happens across many sites of social interactions; those scarred by injustices, conflicts and structural violence as well as those characterized by conviviality of human encounters and acts of welcoming the stranger. This article outlines new directions for language teacher education in this age of ambiguity. I propose that its core task should involve educating ‘responsive meaning makers in the world’, that is, teachers who are critically conscious of the politics of their social worlds while, at the same time, committed to growing their capacity to respond to the particular moment of an educational encounter. I suggest that creative arts may play a crucial part in preparing language teachers for such re-envisioned roles.

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Artificial intelligence (AI) has taken the educational field by storm, offering unique affordances for addressing diverse learners’ needs, including those of English language learners (ELLs). Harnessing the pedagogical value of AI, however, largely depends on teachers’ preparedness to integrate the new technology effectively into teaching. Pedagogical integration of AI is especially important for pre-service teachers (PSTs), who often struggle to gain enough technological fluency for teaching ELLs due to limited teaching experience and minimal exposure to field-specific technology experimentation. Given AI’s potential to support differentiated instruction, it is vital for PSTs to learn to use the technology effectively to teach ELLs. Grounded in the technological pedagogical content knowledge framework, this mixed-methods study...

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Tipo: artículo

Metodología: experiencia práctica

Temas: Portfolio Europeo de las Lenguas (PEL)

Resumen:

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Presentación de un portfolio digital y de sus aplicaciones didácticas. Índice: antecedentes; objetivos; modelos de portfolio —el Portfolio del Estudiante de Lenguas, el Portfolio del Profesor en Formación y el Cuaderno de Terapia—; y resultados y discusión.

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This study investigated the relationship between task-based teacher training and novice English language teachers’ cognitions and implementations of tasks in Honduran bilingual schools. After participating in a four-week training program on task-based language teaching, teachers with little or no prior teaching experience designed task-based lessons and were video-recorded implementing those lessons with English language learners ages 5 to 12. Following the classroom observation, teachers participated in a stimulated recall interview. A rubric aligned with 10 key principles of task-based language teaching (TBLT) as outlined by Long (2015) was used to rate teachers’ performance and code stimulated recalls. Ratings of video observations showed varied success in TBLT implementation after training, with some teachers’ lessons clearly...

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado

Resumen:

Recent reviews of the application of positive psychology (PP) in language education have identified a theoretical debate, the efficacy of PP interventions, and the nexus between culture and PP interventions as the three main underexplored issues. Furthermore, the need for PP to broaden its scope to include language teachers has been highlighted in the relevant body of literature. In response to these lacunae, the current explanatory sequential mixed-methods study examined the interplay of self-efficacy, self-concept, and motivation among 286 Iranian language teachers, who were recruited through proportionate stratified random sampling, to test the validity of the E4MC (empathy, emotions, emotional intelligence, engagement [E4], motivation [M], and character strengths [C]) model of PP. Subsequently, a qualitative phase was designed in...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza en línea e híbrida

Resumen:

Foreign language teaching in distance education is administratively and pedagogically challenging; research on the perspectives of novice practitioners’ online teaching is also relatively scarce. This study explores how a novice Japanese teacher navigated and negotiated her professional development in a two-way virtual practitionership during her first online teaching. Data were collected from ongoing dialogue journals between the novice and her mentor followed by a semi-structured interview. Qualitative results indicate that pedagogically-sound and personalized digital tools can not only reduce the psychological distance between the teachers and students, but facilitate online teaching and learning via a performance-driven, standard-based curriculum. Informed by Action Research, the study reveals how both practitioners de/...

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Tipo: artículo

Metodología: experiencia práctica

Temas: migración y acogida

Resumen:

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Soy profesora de español para extranjeros e imparto clases a inmigrantes desde hace dos años. Mi experiencia práctica va a versar sobre la enseñanza del español a los inmigrantes y sobre los problemas que conlleva.

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

Grounded in sociocultural theory, this study examines how the formative assessment teacher cognition (FATC) of a pre-service English as a foreign language teacher developed within a teacher education context. Adopting a longitudinal single-case design, the study traces the trajectory of one focal participant, Ela, across a 10-month teaching practicum. Multiple qualitative data sources were triangulated, including interviews, reflective journals, lesson plans, classroom observations, and pre- and post-observation conferences. Data were analyzed through a hybrid approach combining reflexive thematic analysis and sociocultural discourse analysis to capture both the content and interactional dynamics of cognition-in-action. Findings indicate that Ela’s FATC evolved through two key shifts: (a) reconceptualizing corrective feedback from an...

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Tipo: artículo

Metodología: estudio empírico

Temas: formación de profesores

Resumen:

Exploratory practice (EP) is a form of practitioner research that has made inroads in second language learning and teaching since the special issue of Language Teaching Research (2003) in which Allwright et al. proposed its reconceptualization in language teaching. Two decades later, this article reports on the influence that EP has accomplished by having its principled framework integrated in the pre-service language teacher education (LTE) programmes of two Brazilian Universities. A British Council funded project (2018–19) enabled a group of Brazilian teacher educators to carry out a qualitative investigation to identify how 44 of their former teacher-learners who undertook these programmes between 2008 and 2018 perceive the value of EP in their professional lives. The thematic analysis of the discourse generated through face-to-...

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