Language teacher metacognition: beyond the mirror

Hiver, Phil; Whiteside, Zach; Solarte, Ana Clara Sánchez; Kim, Claudia Junghyun

doi:10.1080/17501229.2019.1675666

Cited by 21 publications

(12 citation statements)

References 65 publications

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“…Another related question has been whether teacher reflection really results in decision making, providing a link from thought to practice and action (see Hiver, Whiteside, et al, 2021). The premise of current models and definitions of teacher reflection is that greater and more in-depth reflective thought can help practitioners achieve a closer match between their intentions and their classroom practices.…”

Section: Language Teacher Reflectionmentioning

confidence: 99%

“…The processes deliberately used by teachers to guide, monitor, control, and regulate their cognition are known as metacognitive skills. The expertise that is part of metacognitive skills unites both the monitoring and controlling functions of teacher metacognition (Hiver & Whitehead, 2018b;Hiver, Whiteside, et al, 2021). This can be seen in teachers' real-time awareness of their performance, appraisal of classroom outcomes, and purposeful application and evaluation of strategies (see also Loughran, 2019;Parsons et al, 2018).…”

Section: Metacognition In Language Teaching: Linking Thought and Actionmentioning

confidence: 99%

“…Being able to see things from multiple perspectives (e.g., a first-and a third-person view) at once and to track others' understanding and 'sense making' marks teaching as a metacognitive activity with relational objectives (Fitzgerald & Palinscar, 2019). This metacognitive capacity is key to the process of creating order from complex experiences and encounters as teachers work together with students to soft-assemble learning (Hiver, Whiteside, et al, 2021).…”

Section: Uniting Thought and Action In L2 Pedagogymentioning

confidence: 99%

“…We first describe various frameworks for understanding the adaptive ways in which language teachers think and operate in their work and lives and then apply this to our understanding of the current landscape of language teaching. The twofold logic of our study is this: Whereas high-leverage or exemplary practices 1 are a necessary vehicle for accomplishing particular instructional goals (Glisan & Donato, 2017;TESOL, 2018), adaptivity of teacher thought and the ability to regulate that thought in real time is the layer that allows practitioners to incorporate and respond to more complex and relational conceptions of teaching and learning (Hiver, Whiteside, et al, 2021). Because metacognitive capacity moderates the quality of the interactional and improvisational work that is part of professional practice, it is our position that these metacognitive habits of mind constitute an important aspect of building classroom environments that are engaging, demanding, and supportive of learners' L2 development (Hiver, Al-Hoorie, & Mercer, 2021;Hiver & Whitehead, 2018a).…”

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confidence: 99%

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The Role of Language Teacher Metacognition and Executive Function in Exemplary Classroom Practice

Hiver

Solarte

Whiteside

et al. 2021

The Modern Language Journal

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Metacognition is a topic of increasing interest in the field of instruction and learning, but its relation to actual teaching behaviors is seldom investigated in second language (L2) classroom research. The purpose of this study was to examine whether and how language teacher metacognition and executive function are linked to high-leverage teaching practice. We recruited foreign and second language teachers (N = 937), including bilingual/ESL teachers, from public schools across the southern United States. We obtained a direct measure of teachers' executive function and an indirect measure of metacognitive capacity. Using the Tripod (7Cs) framework, we also assessed specific aspects of high-leverage teaching practice under 3 broad conceptual areas: personal support, curricular support, and academic press. We examined the mediating role of teacher metacognitive capacity between executive function and exemplary classroom practice, and tested an alternative model. Analyses returned stronger support for our hypothesized model over the alternative, indicating that teacher metacognition-teachers' adaptive capacity to monitor, interpret, evaluate, and intervene on L2 classroom events-constitutes an important mediating condition for building classroom environments that are engaging, demanding, and supportive of learners' L2 development.

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Section: Language Teacher Reflectionmentioning

confidence: 99%

Section: Metacognition In Language Teaching: Linking Thought and Actionmentioning

confidence: 99%

Section: Uniting Thought and Action In L2 Pedagogymentioning

confidence: 99%

mentioning

confidence: 99%

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The Role of Language Teacher Metacognition and Executive Function in Exemplary Classroom Practice

Hiver

Solarte

Whiteside

et al. 2021

The Modern Language Journal

Self Cite

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“…In language research more specifically, we have obtained rich insights from areas such as language testing, materials development, and curriculum design. However, when it comes to actual classroom teaching, teachers are required to make constant, split-second decisions to adapt to changing and evolving contexts (Hiver et al, 2019). Asking teachers to learn how to teach from research findings is akin to asking an individual to learn how to drive or swim through reading books sans actual practice.…”

Section: The Role Of Contextmentioning

confidence: 99%

The Identity Crisis in Language Motivation Research

Al‐Hoorie

Hiver

Kim

et al. 2020

Journal of Language and Social Psychology

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The 40th anniversary of the Journal of Language and Social Psychology occurs around the corner of another anniversary, the language motivation field reaching 60 years. At this occasion, we pause to reflect on the contribution of language motivation research to language teaching practice. We argue that this contribution has been negligible and put forward two main reasons. The first is related to an identity crisis in the language motivation field, falling at the intersection of applied linguistics, education, and psychology; the second is the marginalization of the role of context. To address these issues, we first present insights from two perspectives—sociocultural theory and complex dynamic systems theory—and then propose three solutions to incorporate these insights: (1) moving from the abstract notion of “motivation” to the more tangible construct of “engagement”, (2) encouraging rigorous transdisciplinary research, and (3) taking advantage of the potential of artificial intelligence to translate research findings into practice.

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Revisiting complex dynamic systems theory: Empowering language teachers and teaching

Stelma,

Kostoulas

2024

TESOL Journal

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This article revisits complex dynamic systems theory (CDST) and provides a new synthesis that, the authors argue, may empower language teachers. The particular focus is on the interplay between change and stability in complex dynamic systems, including language teaching and learning. The article identifies four key dynamical properties of complex dynamic systems, which reflect change, stability, and the interplay between these two. The dynamical properties are historicity, adaptiveness, nonlinearity, and emergence. The authors associate these dynamic properties with four recognisable types of activity: normative, contingent, creative, and purposeful teaching and learning. The central argument is that language teaching and learning are interconnected, and language teaching that promotes these four types of teaching and learning activity may also promote opportunities for language learning. The authors conclude with a discussion of how teachers may use this CDST perspective to reflect on three aspects of their professional context—teaching, language, and agency—and how such reflection, followed by action, may promote opportunities for language learning in their contexts.

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Language teacher metacognition: beyond the mirror

Cited by 21 publications

References 65 publications

The Role of Language Teacher Metacognition and Executive Function in Exemplary Classroom Practice

The Role of Language Teacher Metacognition and Executive Function in Exemplary Classroom Practice

The Identity Crisis in Language Motivation Research

Revisiting complex dynamic systems theory: Empowering language teachers and teaching

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