Second Language Teacher Education
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Second Language Teacher Education : A Sociocultural Perspective

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'... A beautifully written, articulate and compelling argument for a sociocultural perspective on second language teacher education . . . Essential reading for all who wish to understand this perspective.' - David Nunan, University of Hong Kong





'...Significant and timely. Johnson is masterful at writing in an engaging, transparent prose about complex concepts. It's a rare scholar who can write prose like this. Throughout my reading I wanted to engage in dialogue with her - this is a sure sign of a great book." - Diane Tedick, University of Minnesota, USA


This book presents a comprehensive overview of the epistemological underpinnings of a sociocultural perspective on human learning and addresses in detail what this perspective has to offer the field of second language teacher education. Captured through five changing points of view, it argues that a sociocultural perspective on human learning changes the way we think about how teachers learn to teach, how teachers think about language, how teachers teach second languages, the broader social, cultural, and historical macro-structures that are ever present and ever changing in the second language teaching profession, and what constitutes second language teacher professional development. Overall, it clearly and accessibly makes the case that a sociocultural perspective on human learning reorients how the field understands and supports the professional development of second language teachers.
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Product details

  • Paperback | 160 pages
  • 152 x 229 x 10.16mm | 227g
  • ROUTLEDGE
  • London, United Kingdom
  • English
  • black & white tables, figures
  • 041580079X
  • 9780415800792
  • 684,881

Table of contents

Contents


Preface


Chapter 1: Defining a Sociocultural Perspective


Changing Points of View


Teachers as Learners of Teaching


Language as Social Practice


Teaching as Dialogic Mediation


Macro-Structures and the L2 Teaching Profession


Inquiry-Based Approaches to Professional Development


Future Challenges for L2 Teacher Education





Chapter 2: Shifting Epistemologies in Teacher Education


Overcoming a Positivistic Epistemological Perspective


Shifting towards an Interpretative Epistemological Perspective


Emerging Research on Teacher Cognition


Reconceptualizing the Knowledge-base of L2 Teacher Education


A Sociocultural Perspective on L2 Teacher Education





Chapter 3: Teachers as Learners of Teaching


Understanding Teacher Learning from a Sociocultural Perspective


"Seeing" Teaching Learning


Teacher-Authored Accounts of Professional Development


Mediational Means in the Zone of Proximal Development


Disciplinary Knowledge and Concept Development


Transformation of Activity: Teacher Learning - Student Learning





Chapter 4: Language as Social Practice


Defining Knowledge About Language


Language as Social Practice


Embracing Language as Social Practice in L2 Teacher Education


Developing Teachers' Awareness of Language as Social Practice


Analyzing E-mail Messages


Analyzing Classroom Transcripts


Building Curriculum from Contexts of Use





Chapter 5: Teaching as Dialogic Mediation


Teaching, Learning, and Development


The Development of Conceptual Thinking


Reconceptualizing the Concepts of Methodology, Language', and


Teaching


Reconceptualizing Reading Comprehension Instruction


Scaffolded Learning and Assisting Performance


Teachers' Questioning Patterns


Maximizing Classroom Interaction








Chapter 6: Macro-Structures and the Second Language Teaching Profession


Activity Theory: An Overview


Educational Reforms Policies


English Language Educational Reform Policies in South Korea


Contradictions and Interventions


Redesigning a School Community: The Case of a Finnish Middle


School


Implementing Educational Reform Policies: The Teaching


Practicum in South Korea


The Power of High-Stakes Language Testing


Constructing a Student: The Case of Joon


Constructing a Student: The Case of Noelle





Chapter 7: Inquiry-based Approaches to Professional Development


The Narrative Nature of Teachers' Accounts


The School Context and Culture in which Teachers' Accounts Emerge


Linkages between Teachers' Accounts and Professional Discourses


The Zone of Proximal Development as a Mediational Space


Models of Inquiry-Based Professional Development


Critical Friends Groups


Peer Coaching


Lesson Study Groups


Cooperative Development


Teacher Study Groups





Chapter 8: Future Challenges for Second Language Teacher Education


`Located' Second Language Teacher Education


Linking Teacher Learning and Student Learning


Intellectual Tools of Inquiry vs. The Politics of Accountability





Subject Index


Author Index
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Review quote

"I found this book pleasant, stimulating and enlightening reading, as well as a good source of information. I suggest it to whoever is interested not only in L2 teacher training but also in teacher training in general, because it is a valid example of how reflection on learning and on the teaching profession can fruitfully be developed in a sociocultural perspective."--British Journal of Educational Technology, Vol. 41: No. 2, 2010
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About Karen E. Johnson

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Karen E. Johnson is Liberal Arts Research Professor of Applied Linguistics at The Pennsylvania State University, and Co-director of the Center for Advance Language Proficiency Education and Research
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Rating details

12 ratings
4.25 out of 5 stars
5 58% (7)
4 17% (2)
3 17% (2)
2 8% (1)
1 0% (0)
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