Teaching and Learning in the Language Teacher Education Course Room:

Singh, Gurmit; Richards, Jack C.

doi:10.1177/0033688206067426

Cited by 115 publications

(73 citation statements)

References 37 publications

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“…Although there are no specific studies that have investigated the relationship between beliefs and identities in AL, 9 some researchers have hinted at or suggested this relationship in their work (Barcelos, 2000;Murphey, 1995;Oxford, 2008;Sakui & Gaies, 2003;Singh & Richards, 2006;Woods, 2003). As early as 2003, Woods had already stated that beliefs "seem to be intrinsically related to people's selves and identity" (p. 225).…”

Section: Beliefs and Identitiesmentioning

confidence: 99%

Unveiling the relationship between language learning beliefs, emotions, and identities

Barcelos

2015

SSLLT

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have considered how beliefs are particularly sensitive to affective influences and how emotions, cognitions, and identities are intrinsically related. Understanding this relationship would help researchers to reveal complex key issues in beliefs research, such as the relationship between beliefs and action. Yet, although research on beliefs in applied linguistics goes back to the 70s and 80s, there has been scant connection with emotions and identities. This paper aims to reflect on the relationship between beliefs, emotions, and identities by looking at these coconstructing, overlapping concepts to advance our understanding of language learning and teaching. Through a review of studies on beliefs, emotions, and identities within applied linguistics and other areas, I illustrate how beliefs and emotions are intrinsically and interactively related, and how beliefs within a socio-historical context influence the construction of identities. Identities influence the kinds of emotions and beliefs that individuals attribute to themselves and to others. Emotions, in turn, can influence identities and how we construct them. Implications for research on beliefs, emotions, and identities are suggested.Keywords: emotions, identities, beliefs, language teacher education, language learning 1 This article is a modified version of previous talks (Barcelos, 2011(Barcelos, , 2014 and an earlier version of a manuscript in Portuguese (Barcelos, 2013

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Section: Beliefs and Identitiesmentioning

confidence: 99%

Unveiling the relationship between language learning beliefs, emotions, and identities

Barcelos

2015

SSLLT

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“…Singh and Richards (2006) argue that teacher identity and teacher learning are formed and embedded socially. These four instructional coaches' knowledge, identity, and beliefs have been constructed and shaped through the professional learning in a larger community.…”

Section: Discussionmentioning

confidence: 99%

From Language Learners to Language Teachers to Language Teacher Trainers: Narrative Stories of Four Instructional Coaches

Chien¹

2014

ELT

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This study discusses how four instructional coaches' roles and identities, as well as the school district context, have influenced their development as instructional coaches. This study thematically analyzes the narrative stories of four elementary school English instructional coaches in New Taipei City, Taiwan. The study concludes that the way they have been taught to learn English has influenced the way they themselves teach English, which in turn has influenced the areas of expertise they have focused on as instructional coaches. The schools and the district where these instructional coaches teach have had a direct impact on their roles as language teachers and language teacher trainers.

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“…From a sociocultural perspective, teacher learning is socially constructed, resulting from participating in sociocultural activities and contexts of teaching, and emerging from constructing and reconstructing existing knowledge, beliefs and practices rather than transmitting theories, methods, or materials to teachers (Golombek, 2011;Johnson & Golombek, 2003Singh & Richards, 2006;Waters, 2005).…”

Section: The Potential Of a Sociocultural Perspective In Researching mentioning

confidence: 99%

Responding to the Need for Re-Conceptualizing Second Language Teacher Education: The Potential of a Sociocultural Perspective

Nguyen¹

2016

IES

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This paper aims to engage with and respond to recent calls in the literature for a unifying theoretical framework to understand second language teacher education (SLTE). It critically reviews the major conceptualizations of SLTE in relation to the key conceptualizations of second language (L2) teaching. The review identifies shortcomings in traditional perspectives on L2 teaching and SLTE and the need to re-conceptualize SLTE as a field. A recent re-conceptualization of SLTE is seen through the shift towards a social constructivist perspective, a redefinition of the knowledge base, research that responds to the epistemological shift, and a sociocultural perspective on SLTE. The existing literature shows that although there is now a growing body of research that looks into the various dimensions of SLTE, few studies have gained a comprehensive and systematic view of the complexities of SLTE. The paper argues that a sociocultural perspective, especially a combination of Vygotsky's genetic method and Engeström's proposal of the third generation of activity theory, has become a powerful way of understanding L2 teacher learning, which corresponds to the need for a re-conceptualization of SLTE. This paper calls for more research using a sociocultural framework to enrich its knowledge base.

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Teaching and Learning in the Language Teacher Education Course Room:

Abstract: This paper is a reconsideration of the nature of teaching and learning in the language

Cited by 115 publications

References 37 publications

Unveiling the relationship between language learning beliefs, emotions, and identities

Unveiling the relationship between language learning beliefs, emotions, and identities

From Language Learners to Language Teachers to Language Teacher Trainers: Narrative Stories of Four Instructional Coaches

Responding to the Need for Re-Conceptualizing Second Language Teacher Education: The Potential of a Sociocultural Perspective

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