Transformative L2 Teacher Education Innovations

Transformative L2 Teacher Education Innovations features empirical research studies informed by Vygotskian Sociocultural Theory (VSCT) that are explicitly and intentionally designed to transform second language (L2) teacher reasoning and thinking, as well as L2 teaching practices and pedagogical choices. With contributions from scholars and practicing teacher educators, each chapter highlights a designed innovative professional development experience that has created a "new" social situation of development with a clearly articulated "ideal" for L2 teachers to embrace and/or achieve. Each study articulates the rationale and unique design features of the innovation, the intentionality behind the choices made when designing and enacting the innovation, and the quality, character, and outcomes of the intervention for L2 teachers. Furthermore, each study documents the forms of mediation that are offered to support L2 teacher professional development, such as conceptual tools, goal-directed activities, and/or social relations/interactions. The book offers insight into the internal logic of VSCT-informed L2 Teacher Education and provides concrete examples of how L2 teacher educators can adopt a Vygotskian-informed pedagogical stance in their teacher education practices. The edited collection is especially applicable for scholars and teacher educators in language education, applied linguistics, TESOL, and bilingual education who engage with Vygotskian Sociocultural Theory.

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.

List of Contributors Foreword Acknowledgements Notes on Transcriptions Chapter 1 Vygotskian Sociocultural Theory and Transformative Second Language Teacher Education Chapter 2 Novice Language Teacher Conceptual Development through Concept-Based Language Instruction: Empowering Novices for Novel Contexts Chapter 3 Tiny Talks as an Intentional Mediational Space: 'Listening' to How Novice Language Teachers Think/Feel Together 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 Chapter 5 Impacting Teacher Candidates' Language Ideologies in a Grammar Course: The Role of Scientific Concepts Chapter 6 The Co-construction of Cyclical Dialogic Interactions during the Initial Teaching Experience: An Innovative Initiative in Brazilian EFL Teacher Education Chapter 7 Sites of Transformative Potential: Intentionality and Impacts of Vygotskian Sociocultural Theory-informed Language Teacher Education Practices Chapter 8 A Mixed Method Study of a Critical Sociocultural Coaching Intervention: Teacher and Student Outcomes Chapter 9 Learning to Teach Language as Social Practice: Vygotskian Concept-based Professional Development for Community-based Adult ESL Volunteers Chapter 10 Embracing Dialogic Feedback in Chilean EFL Teacher Education: A Self-Study of Teacher Educator Practices Chapter 11 L2 Teacher Educators as Creators of EMI Faculty Development: How Imagination Makes Pedagogical Innovation Possible