1st Edition

Second Language Teacher Education A Sociocultural Perspective

By Karen E. Johnson Copyright 2009
    160 Pages
    by Routledge

    160 Pages
    by Routledge

    '… A beautifully written, articulate and compelling argument for a sociocultural perspective on second language teacher education . . . Essential reading for all who wish to understand this perspective.' – David Nunan, University of Hong Kong

    '…Significant and timely. Johnson is masterful at writing in an engaging, transparent prose about complex concepts. It’s a rare scholar who can write prose like this. Throughout my reading I wanted to engage in dialogue with her – this is a sure sign of a great book." – Diane Tedick, University of Minnesota, USA

    This book presents a comprehensive overview of the epistemological underpinnings of a sociocultural perspective on human learning and addresses in detail what this perspective has to offer the field of second language teacher education. Captured through five changing points of view, it argues that a sociocultural perspective on human learning changes the way we think about how teachers learn to teach, how teachers think about language, how teachers teach second languages, the broader social, cultural, and historical macro-structures that are ever present and ever changing in the second language teaching profession, and what constitutes second language teacher professional development. Overall, it clearly and accessibly makes the case that a sociocultural perspective on human learning reorients how the field understands and supports the professional development of second language teachers.



    Chapter 1: Defining a Sociocultural Perspective

    Changing Points of View

    Teachers as Learners of Teaching

    Language as Social Practice

    Teaching as Dialogic Mediation

    Macro-Structures and the L2 Teaching Profession

    Inquiry-Based Approaches to Professional Development

    Future Challenges for L2 Teacher Education

    Chapter 2: Shifting Epistemologies in Teacher Education

    Overcoming a Positivistic Epistemological Perspective

    Shifting towards an Interpretative Epistemological Perspective

    Emerging Research on Teacher Cognition

    Reconceptualizing the Knowledge-base of L2 Teacher Education

    A Sociocultural Perspective on L2 Teacher Education

    Chapter 3: Teachers as Learners of Teaching

    Understanding Teacher Learning from a Sociocultural Perspective

    "Seeing" Teaching Learning

    Teacher-Authored Accounts of Professional Development

    Mediational Means in the Zone of Proximal Development

    Disciplinary Knowledge and Concept Development

    Transformation of Activity: Teacher Learning – Student Learning

    Chapter 4: Language as Social Practice

    Defining Knowledge About Language

    Language as Social Practice

    Embracing Language as Social Practice in L2 Teacher Education

    Developing Teachers’ Awareness of Language as Social Practice

    Analyzing E-mail Messages

    Analyzing Classroom Transcripts

    Building Curriculum from Contexts of Use

    Chapter 5: Teaching as Dialogic Mediation

    Teaching, Learning, and Development

    The Development of Conceptual Thinking

    Reconceptualizing the Concepts of Methodology, Language’, and


    Reconceptualizing Reading Comprehension Instruction

    Scaffolded Learning and Assisting Performance

    Teachers’ Questioning Patterns

    Maximizing Classroom Interaction

    Chapter 6: Macro-Structures and the Second Language Teaching Profession

    Activity Theory: An Overview

    Educational Reforms Policies

    English Language Educational Reform Policies in South Korea

    Contradictions and Interventions

    Redesigning a School Community: The Case of a Finnish Middle


    Implementing Educational Reform Policies: The Teaching

    Practicum in South Korea

    The Power of High-Stakes Language Testing

    Constructing a Student: The Case of Joon

    Constructing a Student: The Case of Noelle

    Chapter 7: Inquiry-based Approaches to Professional Development

    The Narrative Nature of Teachers’ Accounts

    The School Context and Culture in which Teachers’ Accounts Emerge

    Linkages between Teachers’ Accounts and Professional Discourses

    The Zone of Proximal Development as a Mediational Space

    Models of Inquiry-Based Professional Development

    Critical Friends Groups

    Peer Coaching

    Lesson Study Groups

    Cooperative Development

    Teacher Study Groups

    Chapter 8: Future Challenges for Second Language Teacher Education

    ‘Located’ Second Language Teacher Education

    Linking Teacher Learning and Student Learning

    Intellectual Tools of Inquiry vs. The Politics of Accountability

    Subject Index

    Author Index




    Karen E. Johnson is Liberal Arts Research Professor of Applied Linguistics at The Pennsylvania State University, and Co-director of the Center for Advance Language Proficiency Education and Research

    "I found this book pleasant, stimulating and enlightening reading, as well as a good source of information. I suggest it to whoever is interested not only in L2 teacher training but also in teacher training in general, because it is a valid example of how reflection on learning and on the teaching profession can fruitfully be developed in a sociocultural perspective."--British Journal of Educational Technology, Vol. 41: No. 2, 2010