Multilingualism in an EFL Practicum: Increasing Student Teachers’ Pedagogical Knowledge

Abstract

Research in second language teacher education has demonstrated that novice teachers have difficulty in using their pedagogical knowledge, which partly results from a heavy focus on theory offered in teacher training programs (e.g., Bartels, 2005, 2009; Tarone & Allwright, 2005). In order to better equip student teachers with the knowledge necessary to teach, courses should include learning situations through which second language teachers can move from practice to theory (e.g., Kumaradivelu 1999; Tsui, 2003). Such an approach would seem particularly important in practicum courses, because it is known that student teachers develop by studying their own practice (Mann, 2005). In the last de cade, this approach has received great interest among researchers studying the impact of multilingualism on second language acquisition courses (e.g., Angelova, 2005; Thompson & Erdil, 2015). This article reports on the author's introspective case study involving the learning of a third language and its impact on her classroom practices. It describes how the learning of Czech, through diary writing, influenced her as a practicum teacher. As a result, she proposes a technique in which student teachers can be engaged in situated learning tasks using a third language, with the purpose of having them reflect on their own practices and increase their pedagogical knowledge.

The impact of students’ English proficiency level and teacher education on L2 teachers’ pedagogical knowledge: A mixed‐methods study

“…As a result, they become more cognizant of their teachers’ performance and run teacher evaluations based on their formulated educational views. Being aware of students’ critical stance, L2 teachers in advanced L2 proficiency levels become further concerned with their own teaching, trying to constantly monitor their classroom performance, hence higher frequency in self‐reflection (e.g., Olivero, ). Such teachers also make additional attempts to ensure that they implement learning tasks that are challenging enough for highly advanced L2 learners (thus, higher frequency in procedure check).…”

Exploring Beginner Teachers’ Sources of Knowledge for Teaching Literature in ESL Classrooms

“…Thus the question, the study answered was: What are beginner teachers' sources of teaching knowledge for Literature in English? Olivero (2015) indicates that it is important to unlock beginner teachers' knowledge in the classroom as a way of understanding how their selfreflection influences their teaching practice this study focused on exploring beginner teachers' sources of knowledge for teaching Literature in ESL classrooms. Against this background, this study aimed at building on cross sectional teacher knowledge research in ESL by exploring the sources of teaching knowledge for four ESL Literature in English beginner teachers.…”