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.
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