A Dynamic Perspective on Student Language Teachers’ Different Learning Pathways in a Collaborative Context

Svalberg, Agneta Marie-Louise; Askham, Jim

doi:10.1057/9781137457134_10

Cited by 3 publications

(9 citation statements)

References 17 publications

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“…The diary entries, however, showed that quieter students also perceived and attempted to resolve cognitive conflicts that arose (e.g., Lucy, Mia, and Emily). Whether or not they participated verbally, the languaging going on in the group created affordances with which they could engage mentally (see also Svalberg & Askham, 2014, 2015.…”

Section: Discussionmentioning

confidence: 99%

“…The maximally engaged individual is focused on the language, willing to engage with it and be positive toward it, and is interactive (e.g., by initiating and sustaining languaging). Svalberg (2009) assumes that EWL may vary both in quantity (how engaged a person is) and quality (how a person is engaged), which is facilitated or obstructed by a number of interacting factors, for example, peers (in a group work context), the task, and the learner's own characteristics and preferences (Svalberg & Askham, 2014, 2015. During EWL, the individuals draw on their prior knowledge (prior LA) and the outcome is new or enhanced LA, resulting in a metacognitive cycle, shown in Figure 1.…”

Section: The Evidence From Slamentioning

confidence: 99%

“…Data collection and transcription were shared between two researchers, and initially done for case study research (Svalberg & Askham, 2014, 2015. The current research questions emerged in the process of addressing other questions for the case studies and so for the current study the author (with the colleague's permission) reanalysed diary, interview, and interaction data across participants.…”

Section: The Datamentioning

confidence: 99%

“…At that point, she was asked about any possible impact the course might have had on her work in TESOL. Mia first described the traditional grammar teaching she experienced before enrolling in the MA and then stated that grammar "should not be separated from the text" and "grammar should be taught in the context" (Svalberg & Askham, 2015). The interviewer asked her to explain what she meant by context, and she replied, "Maybe a story or maybe a conversation-something like that.…”

Section: Grammar and Grammar-related Knowledge Emerging From The Collmentioning

confidence: 99%

“…It set out to understand to what extent and how desired changes in cognition might be achieved. It is part of longer term efforts by the author (Svalberg, 2012) and co-researcher (Svalberg & Askham, 2014, 2015 to understand how student teachers' learning emerges in a peer interaction environment.…”

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confidence: 99%

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Understanding the Complex Processes in Developing Student Teachers’ Knowledge About Grammar

Svalberg

2015

The Modern Language Journal

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Grammar ABSTRACTThis article takes the view that grammar is driven by user choices and therefore complex and dynamic. This has implications for the teaching of grammar in language teacher education and how teachers' cognitions about grammar, and hence their own grammar teaching, might change. The participants in this small, interpretative study, students on an MA programme in the UK, were being taught grammar from a functional perspective, but with mainly traditional classifications and metalanguage. They were required to negotiate solutions to grammar tasks designed to provoke 'cognitive conflict' (Tocalli-Beller 2003) when the authentic language use of the texts did not conform to the students' prior knowledge. This was assumed to stimulate a high quality of engagement with language (EWL; Svalberg 2009), thus facilitating the construction of new or enhanced knowledge about grammar.Analysis of the participants' learner diaries, interviews and workshop interaction reveal that cognitive conflict is an essential factor in the emergence of new understandings of complex grammar features and of grammar as meaning in context. The study contributes to the literature on inquiry based approaches to language learner education by the insights it provides into knowledge creation in such environments.

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Section: Discussionmentioning

confidence: 99%

Section: The Evidence From Slamentioning

confidence: 99%

Section: The Datamentioning

confidence: 99%

Section: Grammar and Grammar-related Knowledge Emerging From The Collmentioning

confidence: 99%

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confidence: 99%

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Understanding the Complex Processes in Developing Student Teachers’ Knowledge About Grammar

Svalberg

2015

The Modern Language Journal

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Psychology for language learning: Spare a thought for the teacher

Mercer¹

2018

Lang. Teach.

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There is a wide body of research that shows how vitally important teachers are to successful learning processes. What they do, think, feel and believe are central to what happens in their classrooms, and, essentially, what happens to their learners. It is perhaps, therefore, surprising that the field of language learning psychology has focused so predominantly on the psychology of learners with so little attention devoted to teachers in comparison. In this talk, I argue it is time that we take a much closer look at language teachers’ psychology to the same degree of complexity and diversity as learner psychology has been examined. I begin by outlining the importance of teacher psychology, the links between teacher and learner psychology as well as the particular challenges facing language teachers. In the second part of the talk, I reflect on how a relational perspective can help us to appreciate the centrality of teacher psychology as well as how teacher psychology can be conceptualised through such a theoretical lens.

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Investigating Learner Silent and Verbal Responses to Tasks

Bao

2020

Universitas Jambi

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This article reports a study on EFL/ESL learner perceptions of classroom tasks with reference to verbal or non-verbal participation, that is, how much speech and silence would be employed in response to a rage of task types. Data were collected from 260 learners from Indonesia and the Philippines. The article begins by explaining why silence and speech are the focus of the discussion. Secondly, it shares the literature review on how silence works in language learning and why it deserves a place in classroom teaching. Thirdly, it highlights classroom tasks that trigger silent processing and explain why this is the case. Finally, there are recommendations for task design in which similar activity types are introduced to assist the learning of reflective students.

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A Dynamic Perspective on Student Language Teachers’ Different Learning Pathways in a Collaborative Context

Cited by 3 publications

References 17 publications

Understanding the Complex Processes in Developing Student Teachers’ Knowledge About Grammar

Understanding the Complex Processes in Developing Student Teachers’ Knowledge About Grammar

Psychology for language learning: Spare a thought for the teacher

Investigating Learner Silent and Verbal Responses to Tasks

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