An Overview of Research in English Language Teacher Education and Professional Development

Crandall, JoAnn; Christison, MaryAnn

doi:10.4324/9781315641263-1

Cited by 17 publications

(11 citation statements)

References 1 publication

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“…The existing scholarship, therefore, treats the challenges of language teaching and learning as context-dependent. Similarly, owing to the unprecedented spread of English as a lingua franca, it is presently being taught in increasingly diverse contexts involving diverse student populations, educators, or language learning objectives (Crandall & Christison, 2016). This observation is echoed in the target corpus through the lemmas international, multilingual as descriptors of educational contexts and student populations.…”

Section: Discussionmentioning

confidence: 99%

“…Drawing upon theoretical frameworks such as social constructivism and critical pedagogy, knowledge construction, learner autonomy and motivation gain priority. In this context, L2 teachers are now tasked with adopting new responsibilities, encompassing instructional scaffolding, and promotion of lifelong learning (Crandall & Christison, 2016;Jia & Zhao, 2019;Levrints, 2020).…”

Section: Unravelling Language Teaching Challengesmentioning

confidence: 99%

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Language Teaching Challenges Through the Lens of Corpus Linguistics

Lőrincz

2024

TEFLIN

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The present study explored the dominant discourses of language teaching challenges by utilizing methods associated with corpus linguistics and probed for the validity of the applied methodological design. The gleanings were obtained based on a specialized corpus (638,312 tokens) of journal articles pertinent to the designated topic sourced from leading journals in the field. By deploying keywords, collocation and n-grams analyses, substantiated by qualitative interpretation of quantitative data, the study evinced the prevalent themes related to language teaching challenges. The corpus foregrounded the challenges in the areas of teacher education and development, with a special emphasis on the professional initiation phase. Research domains addressing challenges of language learning and proficiency, language teaching methodology, professional and emotional aspects of language teaching were found to be lexically rich. Additionally, heightened research attention was documented for challenges associated with language learners, language policy and sociocultural factors, and the integration of technology in language education. In all, the applied research procedure has proven a sound methodology capable of signposting the salient themes and concepts tackled in academic publications, given the numerous parallels drawn between the results of the present and previous studies.

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Section: Discussionmentioning

confidence: 99%

Section: Unravelling Language Teaching Challengesmentioning

confidence: 99%

Language Teaching Challenges Through the Lens of Corpus Linguistics

Lőrincz

2024

TEFLIN

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“…When surveying scholarship on the role of identity in teacher education and professional development (see Crandall & Christison, ; Hallman, ; Pennington, ; Quintero & Guerrero, ; Trent, ; Yazan & Peercy, ), we see a great emphasis on teacher socialization that happens at various stages of a teacher's life continuously contributing to teacher identity development. TESOL scholars agree that teacher identity is a multidimensional construct (see Hallman, ; Pennington, ; Trent, ).…”

Section: Identity Of Volunteer English Language Teachersmentioning

confidence: 99%

Fostering volunteer ESL teacher identity through reflection on apprenticeship of observation

Vinogradova

Ross

2019

TESOL Journal

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Many adult English language learners in the United States are taught by volunteer teachers in community‐based programs. These volunteers bring a variety of experience and expertise into the classroom and great enthusiasm for teaching and care for their students. However, many do not have background in language education. Professional development for such teachers needs to offer opportunities to reflect on self‐perception and evolving teacher identity in addition to teaching methods and classroom practices. This article discusses how conscious understanding of apprenticeship of observation can help volunteer teachers make explicit connections between their experiences as learners, current view of themselves as language teachers, and their teaching practices. The article outlines three activities that lead participants through a series of reflections that progress from describing their teaching beliefs, values, and practices; identifying most memorable teaching acts in their own learning (apprenticeship of observation); and connecting these teaching acts with volunteers’ current teaching approaches.

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“…Teacher professional learning opportunities come in a variety of forms, ranging from traditional classroom-based learning to online learning. As top-down approaches to professional learning, such as brief one-time teacher workshops mandated by schools and universities, have often been regarded as ineffective (Farrell, 2022 ; Whitaker & Valtierra, 2019 ), there has been a demand for alternative learning opportunities (e.g., Chen et al, 2009 ; Crandall & Christison, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

“…As teacher isolation has long been a widespread issue (e.g., Davis, 1986 –1987; Lam & Lau, 2012 ), collaboration may especially help teachers who are isolated at their workplace. Bearing in mind these factors, online communities, which “promote collaboration among individuals in many different regions or even nations” (Crandall & Christison, 2016 , p. 18), seem to suit the needs of a modern-day teacher and have the potential of being a viable option for promoting teacher professional learning, though questions still remain as how they can actually support teachers.…”

Section: Introductionmentioning

confidence: 99%

Examining a technology-focused language teacher community on Facebook during a crisis situation

Ito

2023

Asian. J. Second. Foreign. Lang. Educ.

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Due to the chaos and confusion caused by the sudden transition from face-to-face teaching to online and remote teaching in early 2020, numerous language teachers had no choice but to rely on online communities on social networking sites. The current study therefore examined how some language teachers were utilising online communities on Facebook during the COVID-19 pandemic. Employing a mixed-methods approach, data were mainly collected through: (1) an eight-month observation of a technology-focused language teacher community on Facebook to identify different types of posts generated by its members before and during the COVID-19 pandemic (n = 340); (2) a questionnaire to understand the community members’ backgrounds and experiences of being in the community (n = 51); (3) semi-structured interviews with some of the questionnaire participants (n = 13); and (4) a post-interview questionnaire (n = 12) to get a better understanding of their responses. A content analysis of online posts and community members’ responses suggest that language teacher communities on Facebook were supporting teachers during the stressful periods of the pandemic professionally and emotionally. The main findings are discussed in terms of the benefits and drawbacks of using online language teacher communities for professional purposes. The overall goal of the study is to offer much-needed answers on how pre-existing communities can be used to assist language teachers in times of a crisis.

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An Overview of Research in English Language Teacher Education and Professional Development

Cited by 17 publications

References 1 publication

Language Teaching Challenges Through the Lens of Corpus Linguistics

Language Teaching Challenges Through the Lens of Corpus Linguistics

Fostering volunteer ESL teacher identity through reflection on apprenticeship of observation

Examining a technology-focused language teacher community on Facebook during a crisis situation

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