Special Issue: Papers from the AILA 2021 Symposium最新文献

Autonomy, Empathy, and Transformation in Language Teacher Education: A Qualitative Study 语言教师教育中的自主性、移情与转化:一项质的研究

Special Issue: Papers from the AILA 2021 Symposium Pub Date : 2022-06-30 DOI: 10.37237/130207

Larissa Borges, Eduardo Castro

{"title":"Autonomy, Empathy, and Transformation in Language Teacher Education: A Qualitative Study","authors":"Larissa Borges, Eduardo Castro","doi":"10.37237/130207","DOIUrl":"https://doi.org/10.37237/130207","url":null,"abstract":"The complexity of language teaching and learning requires teachers to be able to reflect on their own practices, adapt to different situations, and seek solutions that may meet the needs and interests of their students (Borges, 2019; Borges & Magno e Silva, 2019). Moreover, teachers ought to make their learners’ experiences more meaningful and personal in the classroom. In regard to this, teacher education should involve reflections on empathy, so that pre-service teachers can develop the ability to listen actively, welcome their students’ perspectives, and put themselves in their shoes (Mercer, 2016). Teacher education should also entail reflection on autonomy, in a way that pre-service teachers can exercise their agency in their own education, as well as create conditions for the development of autonomy in their classrooms. With that in mind, this study aims to investigate pre-service language teachers’ transformation during two teaching methodology courses at a university in Northern Brazil. Data were generated through teaching diaries and in-class reflections, which were then analyzed qualitatively (Saldaña, 2021). The findings indicate that pre-service teachers not only became aware of the importance of encouraging their learners’ autonomy, but they also became aware of learning autonomously themselves. The diaries also revealed how considering empathy in their practices was pivotal to fostering learner autonomy in the classroom. Implications for language teacher education are discussed.","PeriodicalId":269111,"journal":{"name":"Special Issue: Papers from the AILA 2021 Symposium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133623675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Complexity in Advising for Language Learning: From Theory to Practice 语言学习建议的复杂性:从理论到实践

Special Issue: Papers from the AILA 2021 Symposium Pub Date : 2022-06-30 DOI: 10.37237/130202

M. Tassinari

{"title":"Complexity in Advising for Language Learning: From Theory to Practice","authors":"M. Tassinari","doi":"10.37237/130202","DOIUrl":"https://doi.org/10.37237/130202","url":null,"abstract":"Research on advising for language learning has benefited from various theoretical frameworks, such as sociocultural theory, ecological theory and, in recent years, the theory of complex dynamic systems. With its holistic perspective on second language acquisition, the theory of complex dynamic systems helps integrate the manifold aspects involved in language development. It recognizes the interrelation of individual and social aspects, of internal and contextual factors, and places the focus on the various, interconnected/ inseparable dimensions of the language learning process.\u0000\u0000In this paper I will first illustrate some principles of complex dynamic systems theory and their impact on research on second language acquisition and language learner autonomy. Then, I will focus on advising for language learning, as a means of supporting learners as they become more autonomous and they implement change in their unique learning trajectories. Drawing on research on advising from the perspective of complex dynamic systems, I will show how this metatheory helps expand our understanding of advising beyond its conceptualization as a one-to-one interaction between a learner (advisee) and an advisor, by integrating the reflective dialogue between advisor and advisee into additional processes in which both advisor and advisee are involved. Finally, I will reflect on some implications for my own advising practice.","PeriodicalId":269111,"journal":{"name":"Special Issue: Papers from the AILA 2021 Symposium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131439485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Complex Dynamic Model of Autonomy Development 自主性发展的复杂动态模型

Special Issue: Papers from the AILA 2021 Symposium Pub Date : 2022-06-30 DOI: 10.37237/130203

Larissa Borges

引用次数: 0

Teacher Roles in Promoting Out-Of-Class Learning: Lessons from a Spanish For Specific Purposes Course 教师在促进课外学习中的角色:来自特殊用途西班牙语课程的经验

Special Issue: Papers from the AILA 2021 Symposium Pub Date : 2022-06-30 DOI: 10.37237/130204

Diego Mideros

{"title":"Teacher Roles in Promoting Out-Of-Class Learning: Lessons from a Spanish For Specific Purposes Course","authors":"Diego Mideros","doi":"10.37237/130204","DOIUrl":"https://doi.org/10.37237/130204","url":null,"abstract":"In this paper, I discuss a small-scale case study that explores the important role teachers play in promoting out-of-class learning among their students. Data come from in-depth interviews with three of the teachers who delivered a Spanish for specific purposes blended course. I explored the different ways in which these teachers went about encouraging students to engage with the online segment of the course. The study is mainly informed by the notion of affordances (Cotterall, 2017; Murray, 2017; van Lier, 2004) and the growing body of literature on learning beyond the classroom (LBC) (Benson, 2011; Reinders & Benson, 2017; Reinders, 2020) where teachers play a pivotal role in promoting out-of-class learning. The main takeaway from this study is that for teachers to promote out-of-class learning, they should first identify the learning possibilities available in whatever materials students are to use outside of the classroom. In the case of this study, teachers had to promote the use of the learning platform that students were supposed to engage with as part of their out-of-class learning segment of the course. However, I found that only one teacher fully promoted out-of-class learning simply because she saw value in the platform and was able to help students see such value as well. The opposite was also true; the other two teachers did not seem to see much value in the platform and as a result, they were not entirely successful in promoting out-of-class learning among their students.","PeriodicalId":269111,"journal":{"name":"Special Issue: Papers from the AILA 2021 Symposium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128914326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Book Review: How to Learn Spanish: A Guide to Powerful Principles and Strategies for Successful Learning and Self-Empowerment by Maria Blanco 书评:《如何学习西班牙语:成功学习和自我赋权的强大原则和策略指南》，作者:玛丽亚·布兰科

Special Issue: Papers from the AILA 2021 Symposium Pub Date : 2022-06-30 DOI: 10.37237/130209

Kerstin Dofs

引用次数: 0

Groningen 2021

Special Issue: Papers from the AILA 2021 Symposium Pub Date : 2022-06-30 DOI: 10.37237/130308

Diego Mideros, Kerstin Dofs

引用次数: 0

Case Pedagogy in Initial Teacher Education: An Analysis of its Contribution to the Development of Professional Competences for Autonomy 初级教师教育中的案例教学法:对自主专业能力发展的贡献分析

Special Issue: Papers from the AILA 2021 Symposium Pub Date : 2022-06-30 DOI: 10.37237/130206

Manuel Jiménez Raya, Borja Manzano Vázquez

{"title":"Case Pedagogy in Initial Teacher Education: An Analysis of its Contribution to the Development of Professional Competences for Autonomy","authors":"Manuel Jiménez Raya, Borja Manzano Vázquez","doi":"10.37237/130206","DOIUrl":"https://doi.org/10.37237/130206","url":null,"abstract":"Case pedagogy is advocated in teacher education for autonomy as a teacher development strategy which can empower (student) teachers to understand and explore the implementation of pedagogy for autonomy. In an initial teacher education module implemented at the University of Granada (Spain), cases have become a crucial tool for promoting student teachers’ professional development towards teacher and learner autonomy. One of the strategies used in the module engages student teachers in exploring the implementation of pedagogy for autonomy during their internship and writing a case narrative on their pedagogical intervention. The present paper analyses six cases developed by student teachers during their internship to examine the dimensions of professional competence towards teacher and learner autonomy identified by Jiménez Raya et al. (2017) that they developed during case construction. These dimensions include 1) developing a critical view of (language) education, 2) centring teaching on learning, 3) managing local constraints to open up spaces for manoeuvre, and 4) interacting with others in the professional community.","PeriodicalId":269111,"journal":{"name":"Special Issue: Papers from the AILA 2021 Symposium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133389697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1