发言专家: Anne Burns, The
University of New South Wales, Australia
发言题目：Teacher knowledge and
learning for a shared future
Over
recent decades, English language teaching has become more complex and
challenging. Perceptions about what counts as effective curriculum content and
language teaching pedagogy are changing and are being influenced by new
technologies. However, whatever the challenges now and in the future, it is
what teachers know, do, and care about that provide the opportunities for
students’ learning.
For
Burns, a good language teacher must also be prepared to be a good knower and
learner. Teacher knowledge and learning do not just happen at the start of
becoming a teacher. They go on for the whole of a teacher’s career.
In
this talk, the presenter reflects on these questions:
- What must a language teacher know in order to teach effectively?
- What different kinds of knowledge help a teacher to learn about their work over
time?
Burns
uses a framework that considers three different types of knowledge (following
Cochrane-Smith and Lytle): knowledge for practice, knowledge in practice, and
knowledge of practice. For each of these different types of knowledge, Burns
illustrates the professional roles and identities that may emerge for us as
language teacher learners who can meet new challenges and opportunities.
专家简介：Anne
Burns was professor of TESOL and now holds an honorary professorship at the
School of Education at the University of New South Wales, Sydney. She is also a
professor emerita at Aston University, United Kingdom, and honorary professor
at the University of Sydney and The Education University, Hong Kong, China. She
has had visiting professorships at the University of Stockholm, Sweden,
Thammasat University, Thailand, the Hong Kong Institute of Language Education,
UNITEC New Zealand, Soka University, and Kanda University of International
Studies, Japan.
She
has published extensively on language teacher education and the teaching of
speaking. Her books Collaborative Action Research for English Language Teachers
(Cambridge University Press, 1999) and Doing Action Research for English
Language Teaching: A Guide for Practitioners (Routledge, 2010) have been widely
used in language teaching education programs internationally.
发言专家：Joan Kang Shin, George
Mason University, US
发言题目：Visual literacy for
young learners living in a multimodal world
Visual
literacy is a necessary skill for young learners in the 21st century, which is
increasingly image and media driven. English language teachers frequently use
visuals to make language input comprehensible, but how often do teachers focus
on teaching students to interpret images critically and build visual literacy?
Simply put, visual literacy is the ability to construct meaning from images.
The relationship between text and image is an important aspect of learning to
read in a language. With increased use of authentic, multimodal texts with
photos, illustrations, information graphics, and videos in instruction, visual
literacy should be an integral part of English language teaching and learning.
Grounded in Yenawine’s (2013) work in visual thinking strategies (VTS), this presentation
shows how to teach visual literacy, critical thinking, and communication skills
when teaching English to young learners. It provides English teachers around
the world with practical activities that will enhance English literacy
instruction and prepare our young learners for communication in a multimodal
world.
专家简介：Joan
Kang Shin, Ph.D. is an Associate Professor of Education at George Mason
University specializing in teaching English to young learners and teenagers.
She is an award-winning author and series editor for National Geographic
Learning. Her titles include Teaching Young Learners English: From Theory to
Practice, Our World, and Impact. In 2016, Dr. Shin was named one of the 30 Up
and Coming Leaders of TESOL by TESOL International Association.
