Reflecting on Reflections: the Spoken Word as a Professional Development Tool in Language Teacher Education

Farr, Fiona

doi:10.1057/9780230584587_9

Cited by 5 publications

(7 citation statements)

References 69 publications

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“…Then, in initial teaching practice, they are in turn observed and given feedback on their performance. (For further discussion of this context see Farr, 2005;Vásquez, 2005;Vásquez & Reppen, this issue.) The present study focuses on teachers who have progressed well beyond this novice stage and are demonstrably full members of the CofP.…”

Section: The Community Of Practice (Cofp)mentioning

confidence: 99%

‘I think we should just accept … our horrible lowly status’: Analysing Teacher–Teacher Talk Within the Context of Community of Practice

Vaughan

2007

Language Awareness

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While interaction inside the classroom -frontstage discourse -has been a subject of study and has been considered the most significant type of discourse that teachers engage in, I propose that interaction outside the classroom -backstage discourse -is equally significant and has not thus far received as much attention as it merits. This paper is concerned with the institutional interaction of English language teachers using a corpus of (currently) over 40,000 words, consisting of a variety of meetings. It will consider the characteristics of the community of practice (CofP) and how membership is realised in language. It looks at the inexplicit nature of the language that teachers use in relation to their practices as indicative of this membership, and how humour is related to the establishment of a shared communicative space, as well as evidence of it. Highlighted also is the creation of this space within the meeting with the construction of in-and out-groups. The paper concludes that reflection not only on our practices within the classroom, but our practices as a professional community opens a new window on our profession as a whole.

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Section: The Community Of Practice (Cofp)mentioning

confidence: 99%

‘I think we should just accept … our horrible lowly status’: Analysing Teacher–Teacher Talk Within the Context of Community of Practice

Vaughan

2007

Language Awareness

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“…CL research has similarly investigated teachers' language use (e.g. CHAMBERS; O' RIORDAN, 2007;FARR, 2006). For instance, Vaughan (2007) examined how teachers use jargons and humor to maintain their membership identity in teacher-teacher talks at staff meetings.…”

Section: In-service Language Teacher Educationmentioning

confidence: 99%

“…For instance, Vaughan (2007) examined how teachers use jargons and humor to maintain their membership identity in teacher-teacher talks at staff meetings. Farr (2006) researched trainer-trainee interactions in language teaching to uncover some of the linguistic and communicative features of this type of professional discourse such as self-disclosure strategies (e.g. 'all of us would…') and the high-frequency use of compliments (e.g.…”

Section: In-service Language Teacher Educationmentioning

confidence: 99%

Corpus linguistics and continuous professional development: participants’ prior knowledge, motivations and appraisals / Linguística de corpus e formação profissional contínua: conhecimento prévio, motivações e avaliações dos participantes

Viana

2021

RELIN

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Previous studies on the application of corpus linguistics (CL) to education have primarily examined language-related contexts where students are pursuing a formal degree (e.g. undergraduate and Master’s programs). Little do we know about the informal learning of CL especially by (but not limited to) academics/professionals who are not educated and/or do not work in language-oriented fields. The present study addresses these research gaps by examining the perspective of participants in a non-credit-bearing continuous professional development (CPD) project aimed at academics/professionals in a range of disciplines, who did not need to have any prior knowledge of CL. More specifically, we administered a questionnaire to 28 participants of a UK-based CPD project on CL with a view to researching four main aspects: (i) these participants’ CL background; (ii) their motivations to participate in this type of project; (iii) the advantages and barriers of employing CL in their teaching practice; and (iv) their appraisal of corpus analysis integration in their research practice. The results point out to the role of CPD projects in democratizing access to CL education both to language-oriented and non-language oriented academics/professionals and in potentially raising their interest in CL learning. Lack of knowledge is perceived to be the main barrier in embedding corpus approaches to teaching and research, thus reinforcing the relevance of developing formal and informal CL learning opportunities for academics/professionals in different fields.Keywords: corpus linguistics; continuous professional development; educational corpus integration; evaluation of corpus use in professional practices; corpus application to teaching and research; language teacher education; translator education; interdisciplinarity.Resumo: Estudos sobre a aplicação da linguística de corpus (LC) à educação examinaram uma série de contextos diferentes – principalmente aqueles em que os alunos recebem um diploma de colação de grau (por exemplo, cursos de graduação e mestrado). No entanto, pouco se sabe a respeito da aprendizagem informal da LC, especialmente por (mas não se limitando a) acadêmicos/profissionais que não tem uma formação educacional e/ou não trabalham em áreas relacionadas aos estudos da linguagem. A presente pesquisa preenche essas lacunas, examinando a perspectiva dos participantes de um projeto de formação profissional contínua destinado a acadêmicos/profissionais de várias disciplinas, que não precisavam ter conhecimento prévio de LC. Mais especificamente, administramos um questionário a 28 participantes de um projeto de formação profissional contínua na área de LC realizado no Reino Unido com o objetivo de pesquisar quatro aspectos principais: (i) a formação educacional em LC dos participantes; (ii) suas motivações para participar desse tipo de projeto; (iii) as vantagens e barreiras de empregar a LC em suas práticas pedagógicas; e (iv) suas avaliações sobre a integração da análise de corpus em suas práticas de pesquisa. Os resultados apontam para o papel dos projetos de formação profissional contínua na democratização do acesso à educação em LC para profissionais tanto da área de estudos da linguagem quanto de outras áreas e no potencial aumento do interesse desses profissionais na aprendizagem de LC. A falta de conhecimento é percebida como a principal barreira para a incorporação de abordagens de corpus para o ensino e a pesquisa, reforçando assim a relevância do desenvolvimento de oportunidades de aprendizagem formal e informal para acadêmicos/profissionais em diferentes áreas.Palavras-chave: línguística de corpus; formação profissional contínua; integração educacional de corpora; avaliação do uso de corpora em práticas profissionais; aplicação de corpora no ensino e na pesquisa; formação de professores de línguas; formação de tradutores; interdisciplinaridade.

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“…Findings from the field of language teacher education (LTE) are uniquely illuminating in terms of the professional concerns of language teachers. Farr (2005a) analyses trainertrainee interaction in LTE in terms of the types of interventions used in teaching practice feedback and this focus on the discourse of teacher training is obviously an interesting dimension in language teaching research as it provides us with a very important locale of teacher language (see also Farr, this volume). In fact, what we are seeing in the unique interaction that studies such as Farr (2003Farr ( , 2005aFarr ( , 2005b, work by Reppen and Vásquez (2007) and Vásquez and Reppen (2007) is trainee teachers captured in the process of becoming teachers.…”

Section: What Can Be Done With Corpora Inside and Outside The Classroom?mentioning

confidence: 99%

How can teachers use a corpus for their own research?

Vaughan¹

2010

The Routledge Handbook of Corpus Linguistics

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Reflecting on Reflections: the Spoken Word as a Professional Development Tool in Language Teacher Education

Cited by 5 publications

References 69 publications

‘I think we should just accept … our horrible lowly status’: Analysing Teacher–Teacher Talk Within the Context of Community of Practice

‘I think we should just accept … our horrible lowly status’: Analysing Teacher–Teacher Talk Within the Context of Community of Practice

Corpus linguistics and continuous professional development: participants’ prior knowledge, motivations and appraisals / Linguística de corpus e formação profissional contínua: conhecimento prévio, motivações e avaliações dos participantes

How can teachers use a corpus for their own research?

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