Re-Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice

Autor/inn/en	Kubanyiova, Magdalena; Crookes, Graham
Titel	Re-Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice
Quelle	In: Modern Language Journal, 100 (2016), S.117-132 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12304
Schlagwörter	Language Teachers; Teacher Role; Second Language Learning; Second Language Instruction; Multilingualism; Professional Identity; Moral Values; Knowledge Base for Teaching; Teacher Education; Applied Linguistics; Teaching Methods; Reflective Teaching; Instructional Effectiveness; Creativity + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Lehrerrolle; Zweitsprachenerwerb; Fremdsprachenunterricht; Mehrsprachigkeit; Multilingualismus; Moral value; Ethischer Wert; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerausbildung; Lehrerbildung; Linguistics; Linguistik; Angewandte Linguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Kreativität
Abstract	This article lays out the proposition that the rapid changes in 21st-century society, in which multilingualism is the norm, have presented new challenges, questions, and resources with regard to the roles, tasks, and contributions of language teachers. In line with recent research developments and in keeping with tradition, we believe it helpful to think of language teachers' broader identity role as that of moral agent. We examine implications that such a re-envisioning has for the knowledge base of language teachers and for the purposes and practices of language teacher education and professional development. Drawing on research in language teacher education, language teacher cognition, second language acquisition, and applied linguistics more broadly, we highlight the need to go beyond traditional notions of teachers' knowledge of language, language learning, and language learners. We also subject to critical scrutiny the notions of effective pedagogies and reflective practice as the desired outcomes of language teacher preparation and development. Instead, we introduce critical alternatives that offer creative possibilities for educating teachers able and willing to serve student populations with diverse language learning needs across interlinguistic, sociopolitical, and historical contexts of language teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01