Research on Second Language Teacher Education: A Sociocultural Perspective on Professional Development (ESL & Applied Linguistics Professional Series)

300 Pages·2010·1.82 MB·English

by  Karen E. Johnson

Research on Second Language
Teacher Education
Embracing a sociocultural theoretical perspective on human cognition and
employing an array of methodological tools for data collection and analysis, this
volume documents the complexities of second language (L2) teachers’ professional
development in diverse L2 teacher education programs around the world, including
Asia, South America, Europe, and North America, and traces that development
both over time and within the broader cultural, historical, and institutional settings
and circumstances of teachers’ work.
This systematic examination of teacher professional development illuminates in
multiple ways the discursive practices that shape teachers’ knowing, thinking, and
doing and provides a window into how alternative mediational means can create
opportunities for teachers to move toward more theoretically and pedagogically
sound instructional practices within the settings and circumstances of their work.
The chapters represent both native and nonnative English speaking pre-service
and in-service L2 teachers at all levels from K-12 through higher education, and
examine significant challenges that are present in L2 teacher education programs,
namely top–down implementation of educational policies and mandated curricular
reforms, the creation and impact of inquiry-based professional development

programs, the fostering of concept development in L2 teacher education programs,
the enactment of culturally responsive pedagogy, the mentoring of novice teachers
through their initial teaching experiences, and the development of constructive
teacher identities. The implications of the studies in this volume are relevant for
language teachers, teacher educators, program administrators, researchers, and
educational policy makers.
Karen E. Johnsonis Kirby Professor in Language Learning and Applied Linguistics,
The Pennsylvania State University.
Paula R. Golombek is Clinical Associate Professor, Linguistics, University of
Florida.
ESL & Applied Linguistics Professional Series
Eli Hinkel, Series Editor
Johnson/Golombek, Eds.lResearch on Second Language Teacher Education: A
Sociocultural Perspective on Professional Development
Hinkel, Ed.lHandbook of Research in Second Language Teaching and Learning, Volume II
Nassaji/FotoslTeaching Grammar in Second Language Classrooms: Integrating Form-
Focused Instruction in Communicative Context
Murray/ChristisonlWhat English Language Teachers Need to Know Volume I:
Understanding Learning
Murray/ChristisonlWhat English Language Teachers Need to Know Volume II: Facilitating
Learning
Nunan/Choi, Eds.lLanguage and Culture: Reflective Narratives and the Emergence of Identity
BrainelNonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth
BurnslDoing Action Research in English Language Teaching: A Guide for Practitioners
Nation/MacalisterlLanguage Curriculum Design
BirchlThe English Language Teacher and Global Civil Society
JohnsonlSecond Language Teacher Education: A Sociocultural Perspective
NationlTeaching ESL/EFL Reading and Writing
Nation/NewtonlTeaching ESL/EFL Listening and Speaking
Kachru/SmithlCultures, Contexts, and World Englishes
McKay/Bokhosrt-HenglInternational English in its Sociolinguistic Contexts: Towards a
Socially Sensitive EIL Pedagogy
Christison/Murray, Eds.lLeadership in English Language Education: Theoretical
Foundations and Practical Skills for Changing Times
McCafferty/Stam, Eds.lGesture: Second Language Acquisition and Classroom Research
LiulIdioms: Description, Comprehension, Acquisition, and Pedagogy
Chapelle/Enright/Jamison, Eds.lBuilding a Validity Argument for the Text of English as
aForeign Language™
Kondo-Brown/Brown, Eds.lTeaching Chinese, Japanese, and Korean Heritage Students
Curriculum Needs, Materials, and Assessments
YoumanslChicano-Anglo Conversations: Truth, Honesty, and Politeness
BirchlEnglish L2 Reading: Getting to the Bottom, Second Edition
Luk/LinlClassroom Inter actions as Cross-cultural Encounters: Native Speakers in EFL Lessons
Levy/StockwelllCALL Dimensions: Issues and Options in Computer Assisted Language Learning
Nero, Ed.lDialects, Englishes, Creoles, and Education
BasturkmenlIdeas and Options in English for SpecificPurposes
KumaravadivelulUnderstanding Language Teaching: From Method to Postmethod
McKaylResearching Second Language Classrooms
Egbert/Petrie, Eds.lCALL Research Perspectives
Canagarajah, Ed.lReclaiming the Local in Language Policy and Practice
AdamsonlLanguage Minority Students in American Schools: An Education in English
Fotos/Browne, Eds.lNew Perspectives on CALL for Second Language Classrooms
HinkellTeaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammar
Hinkel/Fotos, Eds.lNew Perspectives on Grammar Teaching in Second Language Classrooms
HinkellSecond Language Writers’ Text: Linguistic and Rhetorical Features
Visit www.routledge.com/educationfor additional information on titles in the ESL &
Applied Linguistics Professional Series
Research on Second Language
Teacher Education
A Sociocultural Perspective on
Professional Development
Edited by
Karen E. Johnson
The Pennsylvania State University
Paula R. Golombek
University of Florida
First published 2011
by Routledge
270 Madison Avenue, New York, NY 10016
Simultaneously published in the UK
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX144RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
This edition published in the Taylor & Francis e-Library, 2011.
To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.
© 2011 Taylor & Francis
The right of Karen E. Johnson and Paula R. Golombek to be identified as
the authors of the editorial material, and of the authors for their
individual chapters, has been asserted by them in accordance with
sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilized in any form or by any electronic,
mechanical, or other means, now known or hereafter
invented, including photocopying and recording, or in any
information storage or retrieval system, without permission in
writing from the publishers.
Trademark Notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
Library of Congress Cataloging in Publication Data
Research on second language teacher education : a
sociocultural perspective on professional development /
edited by Karen E. Johnson, Paula Golombek.
p. cm.
Includes bibliographical references and index.
1. English language–Study and teaching–Foreign speakers–Evaluation.
2. Second language acquisition–Research– Methodology. 3. English
teachers–Training of–Social aspects.
I. Johnson, Karen E. II. Golombek, Paula R.
PE1128.A2.R4715 2011
428.0071'1–dc22
2010025615
ISBN 0-203-84499-8 Master e-book ISBN
ISBN 13: 978–0–415–88332–0 (hbk)
ISBN 13: 978–0–415–88333–7 (pbk)
ISBN 13: 978–0–203–84499–1 (ebk)
To Glenn, Elizabeth, and Lillian
To Michael,Alex, and Anya

Contents
Preface xi
Acknowledgments xiii
1 A Sociocultural Theoretical Perspective on Teacher
Professional Development 1
KAREN E. JOHNSON AND PAULA R. GOLOMBEK
PART I
Promoting Cultural Diversity and Legitimating
Teacher Identities 13
2 Becoming a Culturally Responsive Teacher: Personal
Transformation and Shifting Identities During an Immersion
Experience Abroad 15
ELIZABETH SMOLCIC
3 “I’m Not Alone”: Empowering Non-Native English-Speaking
Teachers to Challen ge the Native Speaker Myth 31
DAVI SCHIRMER REIS
4 Working Toward Social Inclusion Through Concept
Development in Second Language Teacher Education 50
WILLIAM DUNN
PART II
Concept Development in L2 Teacher Education 65
5 “Seeing” L2 Teacher Learning: The Power of Context on
Conceptualizing Teaching 67
SHARON S. CHILDS
viii Contents
6 Embracing Literacy-based Teaching: A Longitudinal Study of the
Conceptual Development of Novice Foreign Language Teachers 86
HEATHER WILLIS ALLEN
7 Synthesizing the Academic and the Everyday: A Chinese
Teacher’s Developing Conceptualization of Literacy 102
GRETCHEN NAUMAN
PART III
Strategic Mediation in L2 Teacher Education 119
8 Dynamic Assessment in Teacher Education: Using
Dialogic Video Protocols to Intervene in Teacher Thinking
and Activity 121
PAULA R. GOLOMBEK
9 Moodle as a Mediational Space: Japanese EFL Teachers’ Emerging
Conceptions of Curriculum 136
TATSUHIRO YOSHIDA
10 The Reverse Move: Enriching Informal Knowledge in the
Pedagogical Grammar Class 153
DERYN P. VERITY
11 Strategic Mediation in Learning to Teach: Reconceptualizing
the Microteaching Simulation in an MA TESL Methodology
Course 168
KAREN E. JOHNSON AND EKATERINA ARSHAVSKAYA

PART IV
Teacher Learning in Inquiry-Based
Professional Development 187
12 Teacher Learning through Critical Friends Groups:
Recontextualizing Professional Development in a K-5 School 189
PRIYA POEHNER
13 Teacher Learning through Lesson Study: An Activity
Theoretical Approach toward Professional Development
inthe Czech Republic 204
THOMAS TASKER
Contents ix
PART V
Navigating Educational Policies and
Curricular Mandates 223
14 Ten Years of CLT Curricular Reform Efforts in South Korea:
An Activity Theory Analysis of a Teacher’s Experience 225
EUN-JU KIM
15 Learning to Teach under Curricular Reform:
The Practicum Experience in South Korea 239
KYUNGJA AHN
References 254
List of Contributors 274
Index 277