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From ‘Plodder’ to ‘Creative’: feedback in teacher education / Nur Kurtoglu-Hooton.
// ELT journal. 2016, Vol. 70, No. 1. 2016.p. 39-47. This article discusses the case study of four student teachers, examining the ways in which a particular kind of feedback—namely, confirmatory feedback—can act as a catalyst for some of the learning and potential change student teachers in a teaching practice group may experience on an initial teacher education programme. It illustrates how one piece of confirmatory feedback given to the student teacher, Jake, during post-observation feedback sessions has been influential not just for him but also for his peers. The article shows how this kind of feedback can be particularly effective when it is specific and detailed. It also exemplifies confirmatory feedback and considers the implications of such feedback for the field of teacher education.
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Future teachers as agents of language revitalisation: the case of Galician early childhood education / Renée DePalma, María-Helena Zapico-Barbeito, Iria Sobrino-Freire.
// Language, Culture and Curriculum Volume 31, 2018 - Issue 3 2018p. 303-317 In this article, we aim to explore the important role of future teachers in the revitalisation of minoritised languages. In the Spanish autonomous community of Galicia, language legislation stipulates that the minoritised language be supported in educational settings, yet this support has been weak at best, particularly for schools in urban areas. Teacher training colleges and universities are responsible for the preparation of new teachers who are able and willing to contribute to the school-based language revitalisation project. We report on classroom-based research in a university Early Childhood Education program, based on videotapes and written documents produced by students as classroom tasks, as well as a questionnaire they completed after the course. Our conclusions suggest that teacher training can activate teacher agency even before they enter the profession, in two main ways: 1) reflect critically on their own linguistic trajectories and competencies and 2) understand the linguistic realities in Galician society and schools. Using methodologies of guided practice and reflection, teacher education programmes can strengthen the potential of future teachers as agents of language revitalisation.
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Immigrant teachers’ integration and transformation of the linguistic market in Israel / Putjata Galina
// Language and education Vol. 33-No1/2019 2019p. 51-67 Immigrant teachers – although discussed in different disciplines and from different perspectives, their potential to transform the educational approach towards multilingualism remains unknown. The present paper addresses this lacuna by focusing on language beliefs in one specific group: new immigrant teachers. Arriving as professionals and integrated in the regular school system, their language expertise constitutes a potential resource in the classroom, at school and for the society in general. Yet, this group of teachers is extremely small, as their access to regular education systems is usually limited. This paper presents a qualitative study framed by a specific historical and national context – the Israeli policy on ‘New Immigrant Teacher Absorption.’ Based on Bourdieu's Theory of Practice and drawing on data from linguistic biographies, the study focused on teachers’ experience as immigrant language speaker. The results allow deep insights into how immigrant teachers come to perceive their migration-induced multilingualism as a capital and emphasize the importance of political measures in this process.
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Parents in the playground, headscarves in the school and an inspector taken hostage: exercising agency and challenging dominant deficit discourses in a multilingual pre-school in France / Latisha Mary, Andrea Young.
// Language, Culture and Curriculum Volume 31, 2018 - Issue 3 2018p. 318-332 In France, dominant monolingual discourses and teachers’ lack of knowledge about bilingualism and second language acquisition often result in ‘French only’ policies in classrooms including in pre-school classrooms where some emergent bilingual children speak a language other than the language of schooling and very little or no French. These policies can be detrimental to emergent bilingual children's language development, identity construction and overall long-term academic success. However, teachers in multilingual classrooms also have the power to exercise their agency to support children's bilingual language development and to implement practices which empower them and their families. This paper focuses on the ways in which one pre-school teacher working with three and four year old emergent bilingual children asserted her agency in the classroom despite institutional constraints. It investigates the beliefs, experiences, aspirations and knowledge which underpinned her sense of agency, the ways in which her actions empowered the children and parents and discusses the implications of the study for initial teacher education and continuous professional development.
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