1st Edition
Transformative L2 Teacher Education Innovations Insights from Vygotskian Sociocultural Theory
CONTENTS
About the Editors
List of Contributors
Foreword
Acknowledgments
Notes on Transcriptions
Chapter 1
Vygotskian Sociocultural Theory and Transformative Second Language Teacher Education
KAREN E. JOHNSON, PAULA GOLOMBEK, AND JACOB RIEKER
Chapter 2
Novice Language Teacher Conceptual Development through Concept-Based Language Instruction: Empowering Novices for Novel Contexts
ALBA GARCIA ALONSO AND J. ELLIOTT CASAL
Chapter 3
Tiny Talks as an Intentional Mediational Space: "Listening" to How Novice Language Teachers Think/Feel Together
PAULA R. GOLOMBEK
Chapter 4
“I Had a Different Approach to Teaching than I do Now”: Provoking Shifts in Novice Language Teacher Instructional Stance with Vygotskian Praxis-Oriented Pedagogy and Concept-Based Language Instruction
JACOB RIEKER
Chapter 5
Impacting Teacher Candidates’ Language Ideologies in a Grammar Course: The Role of Scientific Concepts
DOROTHY WORDEN-CHAMBERS AND BEDRETTIN YAZAN
Chapter 6
The Co-construction of Cyclical Dialogic Interactions during the Initial Teaching Experience: An Innovative Initiative in Brazilian EFL Teacher Education
MATHEUS ANDRÉ AGNOLETTO AND ADRIANA KUERTEN DELLAGNELO
Chapter 7
Sites of Transformative Potential: Intentionality and Impacts of Vygotskian Sociocultural Theory-Informed Language Teacher Education Practices
MICHAEL D. AMORY
Chapter 8
A Mixed Method Study of a Critical Sociocultural Coaching Intervention:
Teacher and Student Outcomes
ANNELA TEEMANT, BRANDON J. SHERMAN, AND CESUR DAGLI
Chapter 9
Learning to Teach Language as Social Practice: Vygotskian Concept-based Professional Development for Community-based Adult ESL Volunteers
NICOLAS DOYLE
Chapter 10
Embracing Dialogic Feedback in Chilean EFL Teacher Education: A Self-Study of Teacher Educator Practices
MALBA BARAHONA, VIVIANA DAVID, MARÍA CAROLINA ORDENES, NATALIA PAVEZ, CAMILA SALAS, AND PAZ STÖCKEL
Chapter 11
L2 Teacher Educators as Creators of EMI Faculty Development: How Imagination Makes Pedagogical Innovation Possible
MEREDITH DORAN AND JACOB RIEKER
Biography
Karen E. Johnson is a Kirby Professor of Language Learning and Applied Linguistics at The Pennsylvania State University, USA.
Paula R. Golombek is a Clinical Professor of Linguistics at The University of Florida, USA.
Jacob Rieker is an Assistant Research Professor in English for Specific Purposes and English as a Medium of Instruction at The Pennsylvania State University, USA.
