Teacher identity of non-native students in English teacher education
Jiang Yizhe (姜一哲),
Ohio State University, US
Teacher identity plays
an essential role in teaching expertise and has amassed a relatively large,
rapidly growing body of research. For English teachers, identity is strongly
relevant to their linguistic backgrounds and competencies. This poses hurdles for
non-native English speakers as they may face distrust and discrimination from
education settings or society compared to their native counterparts. The
presenter conducted a research synthesis on 16 empirical studies published in
peer-reviewed journals over the last ten years (2011-2020), comprehensively
reviewing the teacher identity developed through TESOL programs in
undergraduate and graduate levels of various countries. This presentation will
begin with background information on native and non-native English teachers in
job markets, language-related identity, and teacher education programs,
followed by findings from systematically synthesizing these empirical studies.
Based on the analysis of these primary sources, the presenter will talk about
the implications for non-native English teachers and English teacher education
programs, highlighting the importance of courses designed with materials from
various cultural and linguistic backgrounds and the support from non-native
language teacher communities worldwide.
Jiang
Yizhe is a doctoral student
from the Ohio State University majoring in second, foreign, and multilingual
education. Her research focuses on English teacher identity, English academic
writing, bilingual education, and heritage language maintenance.
Exploring the nature and characteristics of professional learning
communities in Chinese higher education
Chen Kun (陈鲲), Ohio State University, US
Wu
Zhaoli (吴兆丽), Shandong Women’s University,
Shandong
Professional learning
communities (PLCs) have been considered as one of the most popular and
widespread structures in the development of teacher professional collaboration.
This study aimed to explore the nature and characteristics of PLCs in Chinese
Universities by comparatively reviewing higher education PLC literature in the
United States and China. The findings indicate that most studies on PLCs in the
US are at the K-12 education level, but many do not focus on higher education.
Meanwhile, scholars studying PLCs in China focused more on higher education
(occupying about two-thirds of resources). Moreover, the purpose of building
PLCs in the US and China are different. These issues were discussed by
analyzing the theoretical connotation and characteristics of the PLCs in
western studies, illustrating social and cultural features in the context of
Chinese education, and presenting practical implications for effective
implementation of PLCs in Chinese universities.
Chen
Kun is an instructor in
the Foreign Language Department of Shandong Women’s University and is a current
doctoral student studying foreign, second, and multilingual language education
at Ohio State University, US. Her research interests lie in teacher education,
multimodal literacy, and translingualism.
Wu
Zhaoli is an instructor in the Foreign Language Department of Shandong Women’s
University, Shandong province, China. Her research interests lie in teacher
education and literacy education.
From tracing toward assessing: Explore the development of
pre-service English teachers’ pedagogical content knowledge
Li Shuo (李硕),
Northeast Normal University, Heilongjiang
This study was
conducted to trace and assess four pre-service English teachers’ pedagogical
content knowledge (PCK) development throughout a teacher education program.
Drawing upon PCK theories and research, this study conceptualized PCK as
curriculum knowledge, familiarity with learners, instructional strategies
awareness, and assessment knowledge. To trace the participants’ PCK changes,
data was collected using content representation, classroom observation, and
interviews. It was then quantitated using a PCK scoring rubric as a measure of
the teachers’ PCK level. Researchers then took the scores of four pre-service
teachers and compared them across different phases of the program. The analysis
revealed that the four pre-service English teachers’ PCK fluctuated in all
components, specifically knowledge of instructional strategies (KOI) and
knowledge of learners (KOL) were positively influenced throughout the program,
while knowledge of curriculum (KOC) and knowledge of assessment (KOA) showed
slight growth compared to data from the initial baseline. Future research
should further examine such issues in teacher education.
Li
Shuo is a PhD student at
Northeast Normal University, Heilongjiang, China.
Observation
and analysis on the act of specific praise employed by senior high school teachers
in English class
Yan
Lingjun (严玲均), Zhejiang Normal University, Zhejiang
This paper
adopts classroom observation and conversation analysis methods to analyze the
distribution characteristics of senior high school English teachers' specific
praise and the influence on students' English learning. Based on the
statistics, observation and analysis of the distribution characteristics of
teachers' specific praise and the influence of different attribution
orientations on students' English learning, the research finds that improving
the frequency of using specific praise, strengthening the affirmation of
students' efforts, the praise of students' language ability and the
appreciation of students' thinking ability will positively impact students'
English learning.
Yan Lingjun holds an MEd from Zhejiang Normal
University. Her research interest is English teaching.
A
study on EMI teacher identity in higher education institutions
Li
Yangqian (李阳茜), Chongqing University, Chongqing
Drawing
upon sociocultural theory, a framework of four dimensions and eight factors is
established. By adopting quantitative and qualitative methods, this study
received questionnaires from 42 EMI teachers in S-university and adopted a
purposive sampling to conduct semi-structured interviews with five of them, in
addition to observing six courses, to answer the following questions: 1) what
is the status quo of EMI teachers’ identity in a Chinese university? Is there
any difference in gender and age of EMI teachers’ identity? 2) what are the
core influencing factors of EMI teachers' identity from the perspective of
sociocultural theory? The results indicate that 1) the overall EMI teacher
identity is above the medium level; 2) from the perspective of sociocultural
theory, the influencing factors of EMI teachers’ identity can be divided into
three levels: social factors, school factors and individual factors. The study
led to implications by which EMI teachers’ identity could be improved in the
aforementioned three aspects.
Li Yangqian is a postgraduate student at Chongqing
University, Chongqing, China.
Cultivation
of English teachers’ competence in text interpretation: a case study of Guopei
Training Program
Wu
Xiaochun (吴晓纯), Yangtze University, Hubei
Xie
Jiacheng (谢家成), Yangtze University, Hubei
This
research aims to explore what impacts a training program of text interpretation
in Guopei (a National Cultivation Plan in China) had on English teachers’
awareness and competence of text interpretation, and what difficulties the
trainees still face after the training program. The study uses findings
gathered by analyzing the teaching designs of 100 primary school English
training teachers in a Guopei Program as part of their training, as well as
information from a questionnaire and sample interview of trainees. The analysis
of the teaching design is mainly based on the framework originally proposed by
Wang Qiang and further modified from the Core Competence of English Discipline,
including theme, content, discourse, language, pragmatics, culture, and level
of visualization. The questionnaire and interviews were used to take a
comprehensive and in-depth look at what aspects in the training program
influenced the trainees’ awareness and competence of text interpretation, and
what difficulties they still encounter in text interpretation.
Wu Xiaochun is a postgraduate of Yangtze University,
Hubei province.
Xie
Jiacheng is a professor of School of Froeign Studies in Yangtze University,
Hubei province, China.
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