This study examines the experiences of second career language teachers, a largely overlooked segment of the teacher population, focusing specifically on their motives, training and challenges. The findings of this research have important implications for both the effective preparation and the successful retention of an increasingly diverse teacher pool.

This study reports on how graduate student teachers engaged in experiential learning in preparation for class discussion of underlying principles and their future practice of peer feedback in L2 writing. Results suggest that first-hand experience enabled them to link theoretical and practical concepts and thus enhance their knowledge and future practice.

Learn how a university/private school professional development partnership consisting of an ESL program needs assessment, consultations with school leaders, teacher workshops, ongoing learning communities, and observation and coaching of mainstream teachers can lead to improved instruction for ELs. We will discuss how teachers learned to incorporate sheltered instruction practices.

The Japan Foundation, Los Angeles began leadership training in 2008, collaborating with three national Japanese language teacher organizations (AATJ, ATJ, and NCJLT) and ACTFL. This paper reports the program outline, outcomes, and challenges in nurturing next-generation leaders of language teaching and discusses the impact of intentional advocacy skill training.

This presentation introduces critical media education and its role in second language teacher education. Media analyses are used to create space for teachers to examine images of non-native speakers of English and relate these portrayals to social attitudes toward language learners, language policy, immigration, and intercultural relationships.

Thinking in concepts (Johnson, 2009) is an important component of teacher learning. This paper presents evidence of a role for constructed dialogue (Tannen, 2007) - using 'real' and imagined classroom dialogue in discussions - in the development of conceptual thinking. It also suggests how this can influence language teacher education activities.

Collaborative Learning Visits (CLVs) are a way for teachers to look at established best practices in other classrooms to help improve their practice and drive their professional development needs. This session will give participants the opportunity to learn about CLVs in Fairfax County Public Schools and discuss their own learning visit models.