American University TESOL Intensive Summer Workshop June 26-­‐28, 2015 Workshop Leaders: Karen E, Johnson, The Pennsylvania State University Paula Golombek, University of Florida Workshop Title: Exploring the Practices of Second Language Teacher Education This workshop will explore a range of innovative teacher education practices designed to foster L2 teacher learning and professional development. Through modeling and/or participating in these practices, language teachers and teacher educators will explore the teacher as a learner of teaching, trace the development of teachers’ identities, analyze the complexities of teachers’ concept development, recognize the complex social, cultural, political, and institutional factors that affect language teaching and students' language learning, and evaluate the role of disciplinary knowledge in the development of teaching expertise. Each practice will be evaluated for its theoretical and pedagogical contributions to L2 teacher professional development. Required Readings: Read before: 6/26 Johnson, K. E. & Dellagnelo, A. K. (2013). How 'sign meaning develops': Strategic mediation in learning to teach. Language Teaching Research, 17 (4) 409-­‐432. Read before: 6/27 Johnson, K.E. & Golombek, P.R. (2011). The transformative power of narrative in second language teacher education. TESOL Quarterly, 45(3) 486-­‐509. Klager, P. (2013). A Narrative Inquisition: High-­‐Grammar Inquisitors of Institutionalized Grammar Teaching Methods Read before: 6/28 Littleton, K. & Mercer, N. (2013) Understanding interthinking (Chapter 1) In Interthinking: Putting Talk to Work. London: Routledge. Optional Materials: You are encouraged to bring a laptop or tablet so that you can participate in some of the workshop activities. Internet access and on-­‐site computers will be available. 1 Workshop Assignments: Complete before 6/26 -­‐ Visual Depictions Before creating your visual depictions, consider the following: a) Think about your most memorable language teacher (positive or negative). What was memorable about him or her and why? b) Think about your most memorable classroom language learning experience (positive or negative). What was memorable about it and why? c) Think about what has influenced you the most as a language teacher? Based on these reflections (you don't need to write anything, just think about a, b, and c) draw or construct two visual depictions. 1) The typical language teacher you have had. 2) The type of language teacher you aspire to be. Bring your visual depictions to the workshop on the morning of 6/26. For examples of visual depictions, see “Example Visual Depictions” included in the on-­‐line workshop materials. In class you will be asked to describe your Visual Depictions to a small group. Complete before 6/27 – Narrative Inquiry Before writing about a critical incident that could be turned into a narrative inquiry, re-­‐read the first two paragraphs of Patrick Klager’s (2013) narrative inquiry to help guide you as to how you could do this. You can be descriptive in a “just the facts” way or try to use a metaphor like Patrick did to capture a tension you may be experiencing in your teaching. It is okay if you are not exactly sure what the specific tension means as we will use our workshop time to explore. You do not have to write about the same topic as Patrick! a) Read Patrick’s narrative inquiry b) Write a 2-­‐3 paragraph description of a critical incident that describes a tension you are facing in your teaching. c) Bring your critical incident description to the workshop on 6/27. You will be asked to share your critical incident in class to a small group. Workshop Final Project: During the final session of the workshop (1:30-­‐5:00 on 6/28) you will be expected to present (via power point, concept map, or other form of visualization) either of the following project options. These can be completed individually, in pairs, or in small groups. 2 Option 1: Implementing a practice The goal of this project is for you to consider one of the practices covered in this workshop and provide an overview of how you could take this practice into your own teaching/teacher education program. The project involves: a) identifying the practice; b) providing a description of the teaching/teacher education context; c) identifying the need for this practice; d) providing a description of how you would implement the practice; e) providing a rationale for what this practice would help you achieve and why; f) providing a description of affordances/ constraints that would make the implementation of this new practice feasible/challenging. Option 2: Presenting a new practice The goal of this project is for you to contribute a practice that you are currently using/have used in your teaching/teacher education program that you believe supports the goals of this workshop. The project involves: a) describing the instructional context b) detailing the practice; c) providing a rationale for the reasons behind using this practice; d) providing an example to illustrate (data not required); e) describing the contributions of this practice; f) describing any challenges anticipated/encountered. Workshop Schedule Friday June 26 – AM – Reading: Johnson, K. E. & Dellagnelo, A. K. (2013). How 'sign meaning develops': Strategic mediation in learning to teach. Language Teaching Research, 17 (4) 409-­‐432. Teacher Education Concepts: Tracing L2 teacher learning (concept development) Pedagogical tools that foster student participation & engagement -­‐orienting, instructional paraphrasing, predictability Teacher Education Practice: Extended Team Teaching Project 3 Workshop Activities a) Visual depictions of typical and ideal language teacher -­‐ share, discuss, pre-­‐understandings of language teachers and teaching b) Presentation of ‘sign meaning development’ power point -­‐ what does teacher concept development look like -­‐ how do teacher educators support concept development c) Hands-­‐on activity with a pedagogical tool – orienting Given an assigned and/or agreed upon concept or linguistic element, create an instructional means of ‘orienting’ us to the concept/element: a) start with your pre-­‐understanding of the concept/element and where that comes from, b) come up with an instructional means of orienting us to it c) lead a discussion of how the enactment of the orienting activity helps develop a deeper understanding of the concept/element and a deeper understanding of what orienting is Friday June 26 – PM – Teacher Education Concepts: Supporting the development of ‘teacherly thinking’ ‘Weaving in’ student contributions Pedagogical tools that foster student participation & engagement Teacher Education Practice: Dialogic Video Protocols Workshop Activities a) Presentation of developing ‘teacherly thinking’ power point -­‐ what does teacherly thinking look like: Abra -­‐ why does developing teacherly thinking matter -­‐ how do teacher educators support the development of teacherly thinking through DVP b) Hands-­‐on activity with dialogic video protocols Given your understanding of teacherly thinking and the role of DVPs: a) look at a brief excerpt of Arya’s DVP and together identify questions to ask that might support the development of teacherly thinking, b) examine excerpts and work with a partner to identify what you might say/ask and why c) briefly discuss how to take steps to support the development of teacherly thinking in your practices as teacher educators or teachers Workshop Project Time – 4:00-­‐5:00 – Group/Individual meetings 4 Saturday June 27 – AM Readings: Johnson, K.E. & Golombek, P.R. (2011). The transformative power of narrative in second language teacher education. TESOL Quarterly, 45(3) 486-­‐509. Klager, P. (2013). A Narrative Inquisition: High-­‐Grammar Inquisitors of Institutionalized Grammar Teaching Methods. Teacher Education Concepts: -­‐ narrative as externalization, verbalization, systematic examination -­‐ identity-­‐in-­‐activity, play, imagination Teacher Education Practice: Narrative Inquiry Workshop Activities a) Presentation of ‘transformative power of narrative inquiry’ power point -­‐ what is narrative inquiry -­‐ how does narrative function in narrative inquiry b) Hands-­‐on activity Given your understanding of narrative as externalization and verbalization: a) identify Patrick’s narrative for examples of externalization and verbalization and articulate an analysis for how narrative functions b) identify Patrick’s identity as a teacher and provide evidence for that identity in his activity Presentation of identity-­‐in-­‐activity, play, and imagination -­‐what is identity-­‐in-­‐activity -­‐what is the role play and imagination in teacher development Small group discussion a) How does narrative as systematic inquiry facilitate play and imagination in teacher development of identity-­‐in-­‐activity b) Given the tensions of teaching grammar (teaching grammar as discourse versus grammar for the test), identify ways that you would advise Patrick or your own teachers (or yourself) for dealing with this consistent tension of teaching 5 Saturday – PM Teacher Education Concepts: -­‐ narrative inquiry -­‐ teacher identity, play, imagination, Teacher Education Practice: Narrative Inquiry Workshop Activities a) Critical incident from your own teaching -­‐ share, discuss similarities, differences of your critical incident b) Identify tension in more detail through talk/free write c) Outline a plan of action or concept map for how you could conduct your own narrative inquiry concerning this tension. Workshop Project Time – 4:00-­‐5:00 – Group/Individual meetings Sunday June 28 – AM Reading: Littleton, K. & Mercer, N. (2013) Understanding interthinking (Chapter 1) In Interthinking: Putting Talk to Work. London: Routledge. Teacher Education Concepts: -­‐ interthinking, conversational ground rules, interactional competence for teaching, how context is built through language, types of talk Teacher Education Practice: Analyzing classroom transcripts Workshop Activities In order to examine how teachers use talk-­‐in-­‐interaction to build context/meaning through language, we will make several passes at analyzing a short video of Cassia, an ESL teacher, teaching an ESL Speaking & Listening course on the topic of ‘invitations’. a) analyze talk-­‐in-­‐interaction, b) find evidence of Mercer’s 3-­‐types of talk: disputational, cumulative, exploratory b) find and discuss instances that indicate the conversational ground rules c) find and discuss instances that indicate interthinking Workshop Project Time – 11:30-­‐12:30 – Group/Individual meetings Sunday – PM -­‐ Presentation of Workshop Projects 6 Additional Optional Readings: Overview of current state of the art theory & research on language teacher cognition: Kubanyiova, M. & Feryok, A. (forthcoming). Language teacher cognition in Applied Linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance. The Modern Language Journal, 99 (3). Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-­‐257. History of research on L2 teacher cognition: Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35, 1-­‐13. Research on intervening in teacher thinking and activity: Golombek, P. R. (2011). Dynamic assessment in teacher education: Using dialogic video protocols to intervene in teacher thinking and activity. In K. E. Johnson & P. R. Golombek (Eds.). Research on second language teacher education: A sociocultural perspective on professional development (pp. 121-­‐135) NY: Routledge. Research on teacher cognitive/emotional dissonance: Childs, S. S. (2011). “Seeing” L2 teacher learning: The power of context on conceptualizing teaching. In K. E. Johnson, & P. R. Golombek (Eds.), Research on second language teacher education: A sociocultural perspective on professional development, (pp. 67-­‐85). New York: Routledge. Golombek, P. & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher development. Teaching and Teacher Education, 39, 102-­‐111. Johnson, K.E., & Worden, D. (2014) Cognitive/emotional dissonance as growth points in learning to teach. Language and Sociocultural Theory. 2 (1) 125-­‐150. Research on the dialects of cognition, emotion, and activity: Golombek, P. R., and Johnson, K. E. (2004). Narrative inquiry as a mediational space: Examining emotional and cognitive dissonance in second-­‐language teachers’ development. Teachers and Teaching: Theory and Practice, 10, 307-­‐327. Johnson, K.E. & Golombek, P.R. (2013). A tale of two mediations: Tracing the dialectics of cognition, emotion, and activity in teachers' practicum blogs. In G. Barkhuizen (Ed). Narrative Research in Applied Linguistics. (pp. 85-­‐104). Cambridge University Press. 7 Reis, D. S. (2011b). ‘I’m not alone’’. Empowering non-­‐native English-­‐speaking teachers to challenge the native speaker myth. In K. E. Johnson & P. R. Golombek (Eds.). Research on second language teacher education: A sociocultural perspective on professional development, (31-­‐4). New York: Routledge. Research on teacher identity: Cross, R. (2006, November). Identity and language teacher education: The potential for sociocultural perspectives in researching language teacher identity. In Teaching, and Education at the Australian Association for Research in Education Annual Conference: Engaging Pedagogies (pp. 27-­‐30). Dang, T. K. A. (2013). Identity in activity: Examining teacher professional identity formation in the paired-­‐placement of student teachers. Teaching and Teacher Education, 30, 47-­‐59. Kanno, Y., & Stuart, C. (2011). Learning to Become a Second Language Teacher: Identities-­‐in-­‐Practice. The Modern Language Journal, 95, 236-­‐252. Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of language, Identity, and Education, 4, 21-­‐44. 8