Sociocultural Theory, Concept Development, and Foreign Language Teacher Learning

Summary

This presentation explores concept development in ten university French instructors during a semester-long professional development sequence on lesson planning. The sequence merges everyday and scientific concepts through collaborative, socially mediated activities. Descriptive data illustrate the efficacy of this sequence and point to implications for future research. [word count: 47]

Abstract

As has been widely recognized in research on foreign language (FL) teacher developing and professionalization, building pedagogical expertise and conceptual knowledge related to teaching are long-term endeavors (e.g., Allen, 2011; Johnson, 2009; Rankin & Becker, 2006). Yet, the typical training model for university FL instructors is an orientation workshop followed by a one-semester methods course, with little systematic professional development beyond these initial efforts (Allen & Neguerela-Azarola, 2010). Moreover, because they are formal in structure, the workshop and methods course are often transmission based, such that FL instructors read pedagogical research and attend class and orientation sessions with the expectation that they will appropriate skills and knowledge from the outside in (Johnson, 2009). A further problem related to this training model is FL instructors’ perception that formal activities such as workshops and courses are less helpful than informal interactions with other instructors or the language program director (Brandl, 2000).

Problems with this short-term transmission model of teacher development are compounded by the absence of a unified theoretical framework in which to ground teacher professionalization, explain teacher learning, and generate predictions for enhancing support for teacher-learners (Eun, 2008). Sociocultural theory (Lantolf, 2000; Vygotsky, 1986) is one example of a viable framework for studying FL teacher development and implementing long-term professionalization strategies.

This presentation contributes to discussions regarding the viability of sociocultural theory as a framework for studying teacher learning. Specifically, we explore concept development in ten French instructors at a large, urban research university during a semester-long teacher professional development sequence on lesson planning carried out in collaborative groups mediated by a language program director. The sequence merges everyday (i.e., experiential) and scientific (i.e., academic) concept development through dialogic mediation to promote internalization, reorganization, and refinement. After defining relevant theoretical notions, we illustrate their application to the lesson planning sequence, which draws upon the lesson study model (Johnson, 2009; Watanabe, 2002). The sequence merges everyday and scientific concepts through a variety of collaborative, socially mediated activities including workshop presentations, lesson plan analysis, discussion and feedback sessions, and lesson plan creation. Descriptive data, including reflective statements, email communications, and lesson plan drafts, illustrate the efficacy of this teacher professional development project and point to implications for future research. [word count: 366]

Foreign Language Teaching and Technological Literacy

Summary

Teachers need technological literacy and skills, as well as pedagogical knowledge to use computers appropriately in foreign language classrooms. This presentation focuses on best practices in technology use in foreign language teaching and reports on lessons learned through technology integration in undergraduate language courses. [word count: 44]

Abstract

Teachers need both technological literacy and knowledge of foreign language pedagogy to make the best use of computers in instruction, but the specific technical and pedagogical knowledge required are unclear. National organizations such as American Council on the Teaching of Foreign Languages (ACTFL), the Modern Language Association (MLA), and the National Council for Accreditation of Teacher Education (NCATE) make broad statements about the importance of integrating technology in instruction, yet the details of how teachers might accomplish this goal remain underdeveloped. Furthermore, most national efforts focus on standards and criteria for the preparation and continuing professional development of K-12 teachers; standards and criteria for postsecondary language instruction are less well developed. As a result, postsecondary instructors do not have adequate guidance for implementing technology in pedagogically sound ways.

To address this gap, we describe best practices in technology use in undergraduate language courses based on 30 years of combined classroom experience. First, we describe our process of learning what technology tools are available for language teaching (e.g., ThingLink, YouTube, Padlet) and which of these tools meet specific language learning goals and reflect principles of communicative language teaching (e.g., communicative competence, fluency development, individual differences). Next, we show how we have integrated technology into lower- and upper-level language courses and the technological and pedagogical resources required to do so effectively. Finally, we reflect on the knowledge gained and lessons learned through technology integration in communicatively-oriented undergraduate language courses. Throughout the presentation, we provide concrete examples of technology tools and classroom activities, and connect these tools and activities to course learning objectives. We conclude by presenting a list of essential knowledge and practices for developing technological literacy and future directions for effective technology use in communicative foreign language classrooms. [word count: 287]