How do ESL teacher-candidates grapple with beliefs about language during their professional training? In this article, we present the findings of a qualitative research study conducted in a large eastern Canadian university Bachelor of Education program. As Johnson (2010) has recently noted, despite extensive research and theoretical work that stresses the importance of functional conceptualizations of language based on social practice, much ESL teacher training still revolves around the skills needed to transmit antiquated notions centered on descriptions of phonology, morphology, syntax, and grammar. This study identifies five key factors that influenced how the teacher candidates in this study thought of language: prior beliefs, interaction with peers, the course textbook, lectures, and the teaching practicum. We found that our participants demonstrated willingness to consider language as social practice and argue that this tendency can be strengthened in particular through the integration of teacher-training course content as it pertains to functional conceptions of language with the practicum experience.
This article experiments with creativity, ambiguity, design thinking, research, and teacher education in computer-assisted language learning within the development of a distance teacher education course on computer-assisted language learning. By deploying philosophy of immanence, the associated agencements of teacher becoming in computer-assisted language learning, and design thinking, this article generates new ways of thinking about creativity, ambiguity, design thinking, language-teacher education, and research. Data collection included course materials, student interviews, and assignments. The paper uses rhizoanalysis to map affective connections within the research agencement, highlighting potential for transformation. It presents vignettes to palpate, disrupt, and encourage further concept creation.
The goal of this article is to consider the potential for digital video cameras to produce as part of a research agencement. Our reflection will be guided by the current literature on the use of video recordings in research, as well as by the rhizoanalysis of two vignettes. The first of these vignettes is associated with a short video clip shot by a newcomer student as part of a three-year research project that focused on the interrelationships between citizenship, technology, and pop culture. The second vignette relates to the entry of a piece of art into the research agencement. As an agencement in and of itself, the goal of this article is not to provide definitive responses, but rather to disrupt habitual ways of thinking about videos in / as research and potentially contribute to change.Le but de cet article est d’examiner ce que des caméras vidéo pourraient produire au sein d’un agencement de recherche. Notre réflexion prendra appui d’une part sur ce que nous révèlent les écrits consacrés à l’utilisation de films vidéos dans la recherche, et d’autre part sur la rhizoanalyse de deux vignettes. La première vignette est associée à un court clip vidéo filmé par un élève nouvel arrivant dans le cadre d’un projet de recherche de trois ans consacré aux liens qui unissent la citoyenneté, la technologie et la culture pop. La deuxième vignette touche à l’entrée d’une oeuvre d’art dans l’agencement de recherche. Étant lui-même un agencement, cet article ne prétend pas fournir de réponses définitives, mais tend plutôt à perturber la façon dont nous envisageons les vidéos dans la /en tant que recherche et ce faisant à potentiellement contribuer au changement
De nombreuses études soulignent à quel point il est complexe d'analyser les changements pédagogiques entraînés par l'intégration des Tice. Cette recherche-action tente d'analyser de façon systémique les interrelations qu'entretient l'intégration des Tice avec les changements pédagogiques dans le cadre d'un programme de formation d'enseignants en langues étrangères au sein d'une grande université américaine. Le cadre théorique nous permettra tout d'abord de délimiter une perspective systémique et de présenter notre conception de l'intégration des Tice et de l'apprentissage. Puis, nous présenterons notre étude et en résumerons les principaux résultats afin d'illustrer la complexité d'une telle relation.
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