Language teacher associations in Japan: knowledge producers and/or knowledge disseminators

Stewart, Alison; Miyahara, Masuko

doi:10.1093/elt/ccv081

Cited by 11 publications

(9 citation statements)

References 4 publications

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“…Elsheikh, Coombe, and Effiong (2018a), for example, have identified financial constraints such as low membership fees and limited access to external funding; volunteerism and politics of working with external and diplomatic authorities as challenges for professional learning provision through TESOL Africa. Indeed, a feature of many studies into LTAs is the role of context in understanding the history, function, and potential of LTAs practices and activities (e.g., Mahboob & England, 2018; Salas Serrano & Schrader, 2018; Stewart & Miyahara, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…This research is undertaken in the understanding that the process of educational continuity and change is complex, requiring a sound theoretical basis that links with practice (Paran, 2016). Ongoing research is therefore required to build on our understanding of the dynamic variables that interact with EAL provision, taking into account geopolitical differences, as well as the backgrounds, identities and academic needs of the culturally and linguistically diverse learners in classrooms (e.g., Salas Serrano & Schrader, 2018; Stewart & Miyahara, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Broadly speaking, LTA research has focused on socio‐historical accounts of the field (e.g., Stewart & Miyahara, 2016; Wheeler, 2018); ecological and organizational understandings of LTA vitality (e.g., Mahboob & England, 2018; Reynolds, 2018); forms of professional learning and networking for LTA members (e.g., Abatayo, 2018; Gnawali, 2018), and leadership and mentoring in LTAs (Curtis & de Jong, 2018; Salas Serrano & Schrader, 2018; Selvi, de Oliveira & Kahmi‐Stein, 2018). This is certainly not the limit of LTA research, and some of these research findings will be unpacked in the discussion.…”

Section: Introductionmentioning

confidence: 99%

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The Role of Membership Viewpoints in Shaping Language Teacher Associations: A Q Methodology Analysis

2021

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The complexity inherent in the TESOL field can present challenges for Language Teacher Associations (LTAs) in undertaking internal‐facing roles such as professional learning including networking, conferences and publications, as well as external‐facing roles such as advocacy work with stakeholders, and curriculum reform, among other issues (e.g., Elsheikh & Effiong, 2018b; Lamb, 2012; Paran, 2016). LTAs must be cognizant of and responsive to changing socio‐political, policy, funding factors influencing TESOL provision, as well as the changing pedagogical needs of educators working across sectors. This study investigates the factors which influence and shape English as an Additional Language (EAL) education across a local (state based) EAL context and considers how these findings can inform the activities and practices of LTAs. Q methodology, which combines the use of qualitative and quantitative data, is employed to provide insights into current, deeply held perspectives of educators in relation to EAL provision. Findings provide insights into contextual variables which impact on EAL provision in adult education and school‐based contexts, including intensive English education for refugee and migrant children. This in turn provides an opportunity to consider implications of these findings for LTA activities and practices, in particular, in relation to professional learning, leadership and advocacy.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Role of Membership Viewpoints in Shaping Language Teacher Associations: A Q Methodology Analysis

2021

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“…According to this, ELTAs can be considered as CoPs in a wider sense, whereas their SIGs are definitely CoPs in the definition's narrowest meaning, as the association members form groups with a particular area of interest. In this sense ELTAs are both knowledge producers and knowledge providers (Stuart & Miyahara, 2016), where members constantly develop their knowledge and develop themselves both personally and professionally. This gives them their identity as a group and distinguishes it from a club of friends or a network of connections between people.…”

Section: English As a Foreign Language Teachers' Associations As Commmentioning

confidence: 99%

English language teaching professionals' trajectories within the context of learning organisations

Price

2020

Hungarian Educational Research Journal

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English as a foreign language teachers' associations (henceforth ELTAs) act as empowering platforms for English Language Teaching (ELT) professionals (Lamb, 2012), and yet the contributions of ELTA leaders have not been widely investigated in the fields of second language acquisition and language pedagogy. In order to fill this niche, a qualitative interview study explored the professional trajectories of successful teacher trainers. The paper gives an account of the motivation for continuing professional development (CPD) through the turning points in these professionals' early careers. The findings suggest that there are some similarities behind the motivating factors for CPD and the increasing participation in social spheres (Lave & Wenger, 1991) leads to professional growth. Moving from the periphery towards the centre in a Community of Practice (CoP) the participants of CoPs become knowledge providers. The results reveal that after members have reached their own plateau and can no longer grow professionally in a particular CoP, they either move on to a different, often more challenging CoP and often belong to different CoPs and even end up as the leaders of ELTAs. Limitations and further research suggestions are included at the end of the paper.

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“…The charitable status may vary, but Padwad (2016) points to "soft promotion" (p. 164) that tends to be word of mouth rather than systemic. They may also engage in advocacy (Keogh, 2019;Stewart & Miyahara, 2016;White et al, 2015) and "small innovative projects" (Padwad, 2016;Younie et al, 2018).…”

mentioning

confidence: 99%

The Role of Subject Associations in Leadership

Sibbald

2022

IJLL

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There is little research regarding subject associations though they have existed and contributed to education since Victorian times. Many jurisdictions report having many subject associations that share characteristic activities of conferences, workshops, publishing, and curriculum supports. These often foster grassroots leadership development that can, but do not have to, interact with formal school board defined leadership hierarchies. This article considers how subject associations fit with different theories of leadership including hierarchal and instructional leadership, transformational leadership, and distributed leadership. Difficulties with existing models of leadership are clarified and suggest issues suited to systematic research.

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Language teacher associations in Japan: knowledge producers and/or knowledge disseminators

Cited by 11 publications

References 4 publications

The Role of Membership Viewpoints in Shaping Language Teacher Associations: A Q Methodology Analysis

The Role of Membership Viewpoints in Shaping Language Teacher Associations: A Q Methodology Analysis

English language teaching professionals' trajectories within the context of learning organisations

The Role of Subject Associations in Leadership

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