Praxis-oriented Pedagogy for Novice L2 Teachers

In this cutting-edge book on L2 teacher education, experts Johnson, Verity, and Childs demonstrate how praxis-oriented pedagogy grounded in the principles of Vygotskian sociocultural theory (VSCT) can have a meaningful impact on L2 teachers' development.

Karen E. Johnson is Kirby Professor of Language Learning and Applied Linguistics at The Pennsylvania State University, USA. Deryn P. Verity is a Teaching Professor in Applied Linguistics and Director of ESL/EAP Programs at The Pennsylvania State University, USA. Sharon S. Childs is an Associate Teaching Professor and Chair of the MA TESL Program at The Pennsylvania State University, USA.

PART I: DEFINING PRAXIS-ORIENTED PEDAGOGY FOR L2 TEACHER EDUCATION. 1. Vygotskian sociocultural theory: Concepts and principles. 2. Praxis-oriented pedagogy for L2 teacher education. PART II: THE DESIGN FEATURES OF PRAXIS-ORIENTED COURSES. 3.The MA TESL program. 4. The MA TESL capstone projects. PART III: TRACING THE DEVELOPMENTAL TRAJECTORY OF L2 NOVICE TEACHER REASONING. 5. Why pedagogical concepts matter. 6. Responsive mediation and teacher instructional stance. 7. Orienting to emotion: The centrality of perezhivanie in teacher development. 8. Internalizing pedagogical concepts. PART IV: OUTCOMES, IMPACT, OPPORTUNITIES. 9. Reconceptualization in novice L2 teacher reasoning. 10. Post-graduation trajectories: Our novice teachers in the world. 11. Praxis and program design. APPENDIX 1: PEDAGOGICAL CONCEPTS IN L2 TEACHING. APPENDIX 2: Teacher Demographics. Index.