Introducing EFL Faculty to Online Instructional Conversations

Autor/inn/en	Meskill, Carla; Sadykova, Gulnara
Titel	Introducing EFL Faculty to Online Instructional Conversations
Quelle	In: ReCALL, 23 (2011) 3, S.200-217 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-3440
DOI	10.1017/S0958344011000140
Schlagwörter	Expertise; Educational Strategies; Speech Communication; Professional Development; English (Second Language); Second Language Learning; Language Teachers; Second Language Instruction; Online Courses; Teaching Methods; Blended Learning; Role; Consciousness Raising; Cooperation; Cultural Awareness; Graduate Students; Educational Technology; Outcomes of Education; College Faculty + Suchen Sie Ihr Suchwort? Expert appraisal; Lehrstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Rollen; Bewusstseinsbildung; Co-operation; Kooperation; Cultural identity; Kulturelle Identität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Unterrichtsmedien; Lernleistung; Schulerfolg; Fakultät
Abstract	This article describes the anatomy and dynamics of an online professional development activity, the Moodle fishbowl. The fishbowl was designed as an opportunity for experienced EFL educators to witness and make sense of instructional conversation strategies that they might themselves use as they migrate their EFL courses to blended and eventually fully online venues, venues where the roles and dynamics of interaction are decidedly different than those in the live classroom. A major emphasis in this professional development sequence was to raise faculty awareness of the unique affordances on which they, as experienced language educators, might capitalize through observation of authentic examples of responsive online instructional strategies. To that end, three-week-long collaborations were established between participating faculty's EFL students and a "cultural expert" in the US. The cultural experts were doctoral students in language technology who employed instructional conversation strategies with the EFL students as part of informal, authentic asynchronous threaded discourse topics. The role of the faculty in training was to observe these conversations by looking into the metaphorical fishbowl, reflect on the anatomy and impact of these online instructional conversations, and report back to the group as a whole. The following narrates the rationale, processes and outcomes of this Moodle fishbowl professional development sequence and suggests future considerations in supporting language educators as they move some or all of their instruction online. (Contains 4 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10