Language associations and collaborative support: language teacher associations as empowering spaces for professional networks

Abstract

The LACS project (Language Associations and Collaborative Support) marked the first major cooperation between the ECML and the Fédération Internationale des Professeurs de Langues Vivantes/International Federation of Language Teacher Associations (FIPLV). This article focuses on one aspect of the project, namely an exploration of issues affecting language teacher associations worldwide. It describes the research carried out into the associations' perceptions of their functions, the challenges they face, and the strategies they are employing to address these challenges. Following an exploration of related literature, which provided a framework for analysis, the article describes the research methodology employed and then presents and discusses the data. In response to the challenges of sustaining membership and influencing policy, language teacher associations are seen to be developing new spaces, in which multidimensional networks can develop, and which can be of continuing relevance both internally to members and to external bodies. The article concludes by drawing on theories of space, arguing that it is through the shift from normative structures to more dynamic and flexible networks and spaces that associations are learning to cope with changes in the nature of professionalism associated with postmodernity.

Social capital: a vital ingredient for retaining foreign language teachers

“…As such, professional associations can provide 'empowering spaces' for foreign language teachers (Lamb 2012). The importance of connecting professionally and socially with other teachers in the same discipline area seems to be recognised by teachers associations in Europe (Lamb 2012). In this study, almost 70 % of respondents to the questionnaire were current members of the MLTAQ.…”

“…Foreign language teachers in this sample felt the need to connect with each other to overcome their professional isolation, and this is seen across the foreign language teaching population worldwide (Lamb 2012). In a study of these very networks, Endicott (2011) showed the effectiveness of grass-roots, teacher-led networks of foreign language teachers in providing support and opportunities for Queensland teachers to develop professionally at a time of curriculum change.…”

“…This shows that many teachers were professionally disconnected from a space that could potentially provide discipline-specific support from other foreign language teachers in their schools, making it more difficult to develop into accomplished professionals. As such, professional associations can provide 'empowering spaces' for foreign language teachers (Lamb 2012). The importance of connecting professionally and socially with other teachers in the same discipline area seems to be recognised by teachers associations in Europe (Lamb 2012).…”

The world language teacher shortage: Taking a new direction

“…Language teacher associations (LTAs) provide “empowering spaces” for WL teachers, conceptualized as “networks of professionals, run by and for professionals, focused mainly on support for members, with knowledge exchange and development as well as representation of members' views as their defining functions” (Lamb, , p. 295). LTAs are engaging in a range of advocacy and promotional activities to promote quality language education in schools across the world.…”

Researching teacher associations

“…This is an area in which leaders and staff of the larger TAs also adopt a researching role themselves, instigating conference evaluation surveys, as well as membership surveys and other types of opinion poll (see Lamb et al n.d.,Section 9, for examples). Lamb (2012) provides an overview of a recent project in which different teacher associations, among them some English language TAs, have cooperated to share ideas with a view to mutual self-help. Along the same lines of collaborative selfdevelopment, but on a smaller scale, Barfield (2014) describes how members of the Learner Development Special Interest Group (LD SIG) of JALT (the Japan Association for Language Teaching) have come together to support one another in teacherresearch.…”