1st Edition
Transformative L2 Teacher Education Innovations Insights from Vygotskian Sociocultural Theory
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.
With contributions from scholars and practicing teacher educators, each chapter highlights a designed innovative professional development experience that has created a ‘new’ social situation of development with a clearly articulated ‘ideal’ for L2 teachers to embrace and/or achieve. Each study articulates the rationale and unique design features of the innovation, the intentionality behind the choices made when designing and enacting the innovation, and the quality, character, and outcomes of the intervention for L2 teachers. Furthermore, each study documents the forms of mediation that are offered to support L2 teacher professional development, such as conceptual tools, goal-directed activities, and/or social relations/interactions.
The book offers insight into the internal logic of VSCT-informed L2 Teacher Education and provides concrete examples of how L2 teacher educators can adopt a Vygotskian-informed pedagogical stance in their teacher education practices. The edited collection is especially applicable for scholars and teacher educators in language education, applied linguistics, TESOL, and bilingual education who engage with Vygotskian Sociocultural Theory.
List of Contributors
Foreword
Acknowledgements
Notes on Transcriptions
Chapter 1
Vygotskian Sociocultural Theory and Transformative Second Language Teacher Education
KAREN E. JOHNSON, PAULA GOLOMBEK, AND JACOB RIEKER
Chapter 2
Novice Language Teacher Conceptual Development through Concept-Based Language Instruction: Empowering Novices for Novel Contexts
ALBA GARCIA ALONSO AND J. ELLIOTT CASAL
Chapter 3
Tiny Talks as an Intentional Mediational Space: 'Listening' to How Novice Language Teachers Think/Feel Together
PAULA GOLOMBEK
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
JACOB RIEKER
Chapter 5
Impacting Teacher Candidates’ Language Ideologies in a Grammar Course: The Role of Scientific Concepts
DOROTHY WORDEN-CHAMBERS AND BEDRETTIN YAZAN
Chapter 6
The Co-construction of Cyclical Dialogic Interactions during the Initial Teaching Experience: An Innovative Initiative in Brazilian EFL Teacher Education
MATHEUS ANDRÉ AGNOLETTO AND ADRIANA KUERTEN DELLAGNELO
Chapter 7
Sites of Transformative Potential: Intentionality and Impacts of Vygotskian Sociocultural Theory-informed Language Teacher Education Practices
MICHAEL D. AMORY
Chapter 8
A Mixed Method Study of a Critical Sociocultural Coaching Intervention:
Teacher and Student Outcomes
ANNELA TEEMANT, BRANDON J. SHERMAN AND CESUR DAGLI
Chapter 9
Learning to Teach Language as Social Practice: Vygotskian Concept-based Professional Development for Community-based Adult ESL Volunteers
NICOLAS DOYLE
Chapter 10
Embracing Dialogic Feedback in Chilean EFL Teacher Education: A Self-Study of Teacher Educator Practices
MALBA BARAHONA, VIVIANA DAVID, CAROLINA ORDENES, NATALIA PAVEZ, CAMILA SALAS, AND PAZ STÖCKEL
Chapter 11
L2 Teacher Educators as Creators of EMI Faculty Development: How Imagination Makes Pedagogical Innovation Possible
MEREDITH DORAN AND JACOB RIEKER
Biography
Karen E. Johnson is Kirby Professor of Language Learning and Applied Linguistics at The Pennsylvania State University, USA.
Paula R. Golombek is Clinical Professor of Linguistics at The University of Florida, USA.
Jacob Rieker is Assistant Research Professor in English for Specific Purposes and English as a Medium of Instruction at The Pennsylvania State University, USA.
