Research in second language teacher education has demonstrated that novice teachers have difficulty in using their pedagogical knowledge, which partly results from a heavy focus on theory offered in teacher training programs (e.g., Bartels, 2005, 2009; Tarone & Allwright, 2005). In order to better equip student teachers with the knowledge necessary to teach, courses should include learning situations through which second language teachers can move from practice to theory (e.g., Kumaradivelu 1999; Tsui, 2003). Such an approach would seem particularly important in practicum courses, because it is known that student teachers develop by studying their own practice (Mann, 2005). In the last de cade, this approach has received great interest among researchers studying the impact of multilingualism on second language acquisition courses (e.g., Angelova, 2005; Thompson & Erdil, 2015). This article reports on the author's introspective case study involving the learning of a third language and its impact on her classroom practices. It describes how the learning of Czech, through diary writing, influenced her as a practicum teacher. As a result, she proposes a technique in which student teachers can be engaged in situated learning tasks using a third language, with the purpose of having them reflect on their own practices and increase their pedagogical knowledge.
This chapter reports on a study exploring the value of preparing pre-service teachers of English as a foreign language (EFL) to teach peace in their classrooms in an Argentine setting. The practicum approach drew on elements of the contemplative, holistic, and experiential learning modes to incorporate multidimensional peace language activities to raise awareness of peace and help pre-service teachers become peacebuilders. Four purposefully selected participants practiced peace language activities in the practicum and implemented similar activities in their EFL classrooms. Data were collected through various qualitative sources before, during, and after the practicum, and were subjected to thematic and content analysis. Results showed that the four participants felt the peace activities were transformational both for language students and for themselves. However, two participants were distinctly more adept than the other pair in weaving the peace activities into their teaching. The chapter offers explanations and draws significant educational implications.
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