Language teacher education in the age of ambiguity: Educating responsive meaning makers in the world

Kubanyiova, Magdalena

doi:10.1177/1362168818777533

Cited by 39 publications

(28 citation statements)

References 36 publications

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“…Reminders of what educators can contribute to civic society could be further highlighted in relation to teacher development and knowledge. The need for teachers to be “responsive meaning makers in the world (…) who do not shy away from the politics (…) in which their practices are located” is one way forward (Kubanyiova, , p. 2). Kubanyiova speaks of language teachers sharpening their senses as they relate to their social worlds.…”

Section: Discussionmentioning

confidence: 99%

Translanguaging and Public Service Encounters: Language Learning in the Library

Creese

Blackledge

2019

The Modern Language Journal

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This article explores the information desk of a city library as a site for language learning. Using a linguistic ethnographic approach, the interactions between a customer experience and information assistant and the many library users who approach her information desk were analysed. Findings are that, in addition to providing information about library resources, information desks are sites at which bits and pieces of different languages are taught and learned. Such language teaching and learning episodes created interactions of inclusion and welcome that went far beyond purely transactional information. Rather, language‐related episodes created moments of human contact and engagement, which were upheld through the translanguaging practices of interactants, the disposition and workplace competence of library staff, and the spatial ecology of the information desk. Furthermore, the article contributes to ongoing theoretical debates about translanguaging by noting that normativity and pressure toward uniformity are as much a part of languaging processes as creativity and flexibility. Our definition of translanguaging recognises the opposing pull of centrifugal and centripetal forces. The article ends by asking what schools, and language education, might learn from public libraries in creating arenas that maintain communitarianism, diversity of expression, and the development of civic skills.

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Section: Discussionmentioning

confidence: 99%

Translanguaging and Public Service Encounters: Language Learning in the Library

Creese

Blackledge

2019

The Modern Language Journal

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“…Agency describes how individuals such as language teachers make choices, channel their efforts, and turn decisions into actions such as facilitating student learning (Kayi–Aydar et al., 2019; White, 2018). The sustained interest in language teacher agency is perhaps also linked to the growing recognition that there are critical, moral, and ethical dimensions of language teaching embedded in teachers’ stances toward their own roles and practices (Kubanyiova, 2020). Growing uncertainty and upheaval in the social, political, and policy landscape of teaching and learning (Mercer, 2018) necessitates a clearer understanding of teachers’ capacity to engage with such issues in both an inward‐ and outward‐oriented way (Kubanyiova & Crookes, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…It is what language teachers do, regularly and systematically, as they improvise, adjust, and adapt their routine that produces meaningful learning in classrooms. We see important parallels in the development of language teachers’ capacity of “knowing what to do in the particular moment of an educational encounter” (Kubanyiova, 2020, p. 5) and renewed calls that notions of language teachers’ expertise and knowledge base be embedded in “the actual work of classroom teaching” (Freeman, 2020, p. 5). The tasks that language teachers engage in should be key in discussions of success, quality, and effectiveness as they enact critical competencies in their support of students from diverse linguistic and cultural backgrounds.…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, the fact that L2 instruction is not always successful and that students do not always learn what is taught in the L2 classroom also spotlights the importance of teachers’ “capacity to respond to the particular moment of an educational encounter” (Kubanyiova, 2020, p. 1). Teachers must face the dilemma that there is much that they do not know and cannot anticipate in the classroom (Gao, 2019).…”

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confidence: 99%

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The Role of Language Teacher Metacognition and Executive Function in Exemplary Classroom Practice

Hiver

Solarte

Whiteside

et al. 2021

The Modern Language Journal

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Metacognition is a topic of increasing interest in the field of instruction and learning, but its relation to actual teaching behaviors is seldom investigated in second language (L2) classroom research. The purpose of this study was to examine whether and how language teacher metacognition and executive function are linked to high-leverage teaching practice. We recruited foreign and second language teachers (N = 937), including bilingual/ESL teachers, from public schools across the southern United States. We obtained a direct measure of teachers' executive function and an indirect measure of metacognitive capacity. Using the Tripod (7Cs) framework, we also assessed specific aspects of high-leverage teaching practice under 3 broad conceptual areas: personal support, curricular support, and academic press. We examined the mediating role of teacher metacognitive capacity between executive function and exemplary classroom practice, and tested an alternative model. Analyses returned stronger support for our hypothesized model over the alternative, indicating that teacher metacognition-teachers' adaptive capacity to monitor, interpret, evaluate, and intervene on L2 classroom events-constitutes an important mediating condition for building classroom environments that are engaging, demanding, and supportive of learners' L2 development.

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“…Curricular initiatives tasked with enhancing students' communication in the classroom may thus need to begin with a broader reflection on how language educators can be supported through language teacher education and wider cultural practices (cf. Kubanyiova, 2018).…”

Section: Implications For Managing Communication In Instructional Setmentioning

confidence: 99%

Willingness to Communicate in L2: Persons’ Emerging Capacity to Participate in Acts of Meaning Making with One Another

Kubanyiova

Yue

2019

JPLL

Self Cite

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This study advances research into individuals’ willingness to communicate in an additional language (L2 WTC) in classroom settings by departing from existing inquiry in two ways. First, it takes a multidimensional view of an “individual” in the classroom by integrating students’ various identities as persons engaged in meaning making with others across different social worlds and over time. Second, it broadens the epistemological scope of current research by situating the study of WTC in students’ actual acts of L2 communication in the classroom and in their larger sociocultural settings. Adopting broad principles of grounded theory ethnography, this study examined Jenny (pseudonym), a university student who was attending a general English course at her institution in mainland China. Data came from ethnographic classroom observations and life-story and photo-based interviews. The findings offer a refashioned definition of what it means to be willing to communicate in an L2 and how such willingness shapes the quality of one’s investment in acts of L2 meaning making and L2 learning in communal relationships with others.

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Language teacher education in the age of ambiguity: Educating responsive meaning makers in the world

Cited by 39 publications

References 36 publications

Translanguaging and Public Service Encounters: Language Learning in the Library

Translanguaging and Public Service Encounters: Language Learning in the Library

The Role of Language Teacher Metacognition and Executive Function in Exemplary Classroom Practice

Willingness to Communicate in L2: Persons’ Emerging Capacity to Participate in Acts of Meaning Making with One Another

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