Language Teachers Studying Abroad

Description

Unique focus on psychological aspects of study abroad particularly during times of radical disruption

This book focuses on the study-abroad experiences of pre-service and in-service language teachers and language teacher educators. The diverse contributions to this volume provide readers with a deep understanding of what this mobility means for individuals and the language teaching and learning communities they encounter and return to post-sojourn. Considering the broad variability of study-abroad programs and arrangements, as well as the multidimensional, complex nature of study-abroad social, geographical and digital environments, the chapters discuss the teachers’ psychological experiences in cognitive, affective and social terms. Readers will discover the effect of mobility on identity, beliefs, practices, self-efficacy, agency, self-confidence, independence and personal growth, as well as how transitions across borders can result in feelings of self-doubt, anxiety and insecurity. This is essential reading for language teacher educators, mentors and supervisors, managers of study-abroad programs and researchers working in the fields of study abroad, international education and language teacher education.

Acknowledgements

Contributors

Chapter 1. Gary Barkhuizen: Language Teachers Studying Abroad

Part 1: Identities and Professional Development

Chapter 2. Julia Menard-Warwick, Enrique David Degollado and Shannon Kehoe: Emotionality in Field Trip Narratives: Confronting Deficit Perspectives

Chapter 3. Steve Marshall: Japanese English Teachers’ Professional Development in a Canadian University: Perceptions of Self and Imagining Practice

Chapter 4. Rosemary Wette and Gary Barkhuizen: Study Abroad as a Site of Transformative Learning: Post-Sojourn Knowledge and Identity Change of Two Cambodian Teachers

Chapter 5. Donna Starks and Howard Nicholas: Life and Learning through Study Abroad: Trajectories Connecting Identity and Communicative Repertoires

Chapter 6. Danping Wang: ‘They Say My Job is Propaganda’: Professional Identities of Pre-Service Chinese Language Teachers in Overseas Schools

Part 2: Interculturality and Intercultural Learning

Chapter 7. Rachel Shriver, Magda Madany-Saa, Eleanor Sweeney, Elizabeth Smolcic, Sharon Childs, Ana Loja Criollo and Yolanda Loja Criollo: Re-Imagining Immersion for Teachers: Exploring the Seedlings of Decolonial Roots within Ecuadorian/United States Partnerships

Chapter 8. Roswita Dressler and Colleen Kawalilak: The Experience of Pre-Service Language Teachers Learning an Additional Language through Study Abroad    

Chapter 9. Chiou-lan Chern, Angel M. Y. Lin and Mei-Lan Lo: Border-Crossing and Professional Development of Taiwanese EFL Teachers in a Study Abroad Program

Chapter 10. Sin Yu Cherry Chan and Jane Jackson: ‘I Thought it was Really a No!’: A Narrativized Account of an L2 Sojourn with a Homestay

Chapter 11. Erik Jon Byker and Natalia Mejia: Language for the Heart: Investigating the Linguistic Responsiveness of Study Abroad

Part 3: Emotions and Personal Growth

Chapter 12. Takaaki Hiratsuka: Dreams Cut Short but Heads Held High: Study Abroad in Times of Coronavirus

Chapter 13. John Macalister: No Ordinary Time: Language Teachers Abroad in an Extraordinary Year

Chapter 14. Shondel Nero: When Teachers become ‘The Other’: Studying Abroad in the Dominican Republic

Chapter 15. Harold Castañeda-Peña, Carmen Helena Guerrero Nieto and Pilar Méndez Rivera: Study Abroad as Subjection: Doctoral Students’ Emotions during Academic Short Stays

Chapter 16. Diana Feick and Petra Knorr: Emotional Aspects of Online Collaboration: Virtual Exchange of Pre-Service EFL Teachers

Part 4: Relationships and Careers

Chapter 17. Rosamond Mitchell and Nicole Tracy-Ventura: From Language Teaching Assistant Abroad to Language Professional: A Longitudinal Study of Career Entry

Chapter 18. Christine Biebricher and Yue You: Understanding Pre-Service Teachers’ Study Abroad Experiences through Duoethnography: Challenges, Emotions and Developments

Chapter 19. Michael Burri: From ESL Student to Teacher Educator: Reflections on Transnational and Transcultural Professional Identity Development

Chapter 20. Anja Wilken and Andreas Bonnet: Transformative Learning and Professionalization through Uncertainty? A Case Study of Pre-Service Language Teachers During a STIE

Chapter 21. Meredith D’Arienzo and YouJin Kim: The Impact of a Two-Week Study Abroad Teacher Development Program on Pre-Service L2 Teachers

Index

Sujets

• Disciplines
• Language Arts
• Teaching
• Lettres et linguistique
• Linguistics
• Study
• Professional
• Personality
• Psycholinguistics
• Postgraduate education
• Sociolinguistics
• Research
• Postgraduate

Informations

• Publié par: Channel View Publications
• Date de parution: 13 mai 2022
• Nombre de lectures: 0
• EAN13: 9781788929967
• Langue: English

Extrait

Language Teachers Studying Abroad
PSYCHOLOGY OF LANGUAGE LEARNING AND TEACHING
Series Editors: Sarah Mercer, Universität Graz, Austria and Stephen Ryan, Waseda University, Japan
This international, interdisciplinary book series explores the exciting, emerging field of Psychology of Language Learning and Teaching. It is a series that aims to bring together works which address a diverse range of psychological constructs from a multitude of empirical and theoretical perspectives, but always with a clear focus on their applications within the domain of language learning and teaching. The field is one that integrates various areas of research that have been traditionally discussed as distinct entities, such as motivation, identity, beliefs, strategies and self-regulation, and it also explores other less familiar concepts for a language education audience, such as emotions, the self and positive psychology approaches. In theoretical terms, the new field represents a dynamic interface between psychology and foreign language education and books in the series draw on work from diverse branches of psychology, while remaining determinedly focused on their pedagogic value. In methodological terms, sociocultural and complexity perspectives have drawn attention to the relationships between individuals and their social worlds, leading to a field now marked by methodological pluralism. In view of this, books encompassing quantitative, qualitative and mixed methods studies are all welcomed.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK.
PSYCHOLOGY OF LANGUAGE LEARNING AND TEACHING: 17
Language Teachers Studying Abroad
Identities, Emotions and Disruptions
Edited by
Gary Barkhuizen
MULTILINGUAL MATTERS
Bristol • Jackson
 
DOI https://doi.org/10.21832/BARKHU9943
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Barkhuizen, Gary Patrick, editor.
Title: Language Teachers Studying
Abroad: Identities, Emotions and Disruptions/Edited Gary Barkhuizen.
Description: Bristol; Jackson: Multilingual Matters, [2022] | Series: Psychology of Language Learning and Teaching: 17 | Includes bibliographical references and index. | Summary: “This book focuses on the study abroad experiences of pre-service and in-service language teachers and language teacher educators, discussing their psychological experiences in cognitive, affective and social terms”— Provided by publisher.
Identifiers: LCCN 2021061129 (print) | LCCN 2021061130 (ebook) | ISBN 9781788929936 (paperback) | ISBN 9781788929943 (hardback) | ISBN 9781788929950 (pdf) | ISBN 9781788929967 (epub)
Subjects: LCSH: Language teachers—Training of. | Language teachers—In-service training. | Foreign study—Psychological aspects. | Foreign study—Social aspects. | Multicultural education.
Classification: LCC P53.85 .L373 2022 (print) | LCC P53.85 (ebook) | DDC 418.0071—dc23/eng/20220125
LC record available at https://lccn.loc.gov/2021061129
LC ebook record available at https://lccn.loc.gov/2021061130
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-78892-994-3 (hbk)
ISBN-13: 978-1-78892-993-6 (pbk)
Multilingual Matters
UK: St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2022 Gary Barkhuizen and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by Nova Techset Private Limited, Bengaluru and Chennai, India.
Printed and bound in the UK by the CPI Books Group Ltd.
Contents
Acknowledgements
Contributors
1 Language Teachers Studying Abroad
Gary Barkhuizen
Part 1 Identities and Professional Development
2 Emotionality in Field Trip Narratives: Confronting Deficit Perspectives
Julia Menard-Warwick, Enrique David Degollado and Shannon Kehoe
3 Japanese English Teachers’ Professional Development in a Canadian University: Perceptions of Self and Imagining Practice
Steve Marshall
4 Study Abroad as a Site of Transformative Learning: Post-Sojourn Knowledge and Identity Change of Two Cambodian Teachers
Rosemary Wette and Gary Barkhuizen
5 Life and Learning through Study Abroad: Trajectories Connecting Identity and Communicative Repertoires
Donna Starks and Howard Nicholas
6 ‘They Say My Job is Propaganda’: Professional Identities of Pre-Service Chinese Language Teachers in Overseas Schools
Danping Wang
Part 2 Interculturality and Intercultural Learning
7 Re-Imagining Immersion for Teachers: Exploring the Seedlings of Decolonial Roots within Ecuadorian/United States Partnerships
Rachel Shriver, Magda Madany-Saá, Eleanor Sweeney, Elizabeth Smolcic, Sharon Childs, Ana Loja Criollo and Yolanda Loja Criollo
8 The Experience of Pre-Service Language Teachers Learning an Additional Language through Study Abroad
Roswita Dressler and Colleen Kawalilak
9 Border-Crossing and Professional Development of Taiwanese EFL Teachers in a Study-Abroad Program
Chiou-lan Chern, Angel M.Y. Lin and Mei-Lan Lo
10 ‘I Thought it was Really a No!’: A Narrativized Account of an L2 Sojourn with a Homestay
Sin Yu Cherry Chan and Jane Jackson
11 Language for the Heart: Investigating the Linguistic Responsiveness of Study Abroad
Erik Jon Byker and Natalia Mejia
Part 3 Emotions and Personal Growth
12 Dreams Cut Short but Heads Held High: Study Abroad in Times of Coronavirus
Takaaki Hiratsuka
13 No Ordinary Time: Language Teachers Abroad in an Extraordinary Year
John Macalister
14 When Teachers Become ‘the Other’: Studying Abroad in the Dominican Republic
Shondel Nero
15 Study Abroad as Subjection: Doctoral Students’ Emotions during Academic Short Stays
Harold Castañeda-Peña, Carmen Helena Guerrero-Nieto and Pilar Méndez-Rivera
16 Emotional Aspects of Online Collaboration: Virtual Exchange of Pre-Service EFL Teachers
Diana Feick and Petra Knorr
Part 4 Relationships and Careers
17 From Language Teaching Assistant Abroad to Language Professional: A Longitudinal Study of Career Entry
Rosamond Mitchell and Nicole Tracy-Ventura
18 Understanding Pre-Service Teachers’ Study-Abroad Experiences through Duoethnography: Challenges, Emotions and Developments
Christine Biebricher and Yue You
19 From ESL Student to Teacher Educator: Reflections on Transnational and Transcultural Professional Identity Development
Michael Burri
20 Transformative Learning and Professionalization through Uncertainty? A Case Study of Pre-Service Language Teachers During a STIE
Anja Wilken and Andreas Bonnet
21 The Impact of a Two-Week Study-Abroad Teacher Development Program on Pre-Service L2 Teachers
Meredith D’Arienzo and YouJin Kim
Index
Acknowledgements
There are many people involved in putting together a book such as this one. I am grateful to all of them, especially the chapter contributors for their interest and perseverance. I would particularly like to acknowledge Rosemary Wette at the University of Auckland for her initial input into the book – from conceptualizing it to working on (multiple drafts) of the proposal. Thanks also to Sarah Mercer for her guidance, support and enthusiasm from the very earliest stage of the project. The idea for the book was sparked by the collaborative work, disrupted by the Covid-19 pandemic, of a group of interested researchers at the University of Auckland. Our fruitful discussions and research activity, funded by a Faculty Research Development Fund grant, inspired the focus and aims of this book in the first place. Thank you to both the Faculty of Arts and the research hub.
Contributors
Christine Biebricher is a teacher educator and works as Senior Lecturer in the Faculty of Education and Social Work at the University of Auckland. Christine is a trained teacher, who has worked in pre- and in-service language teacher education in several countries. Her academic work draws on her background in Language Didactics, Applied Linguistics, and on her expertise in Teaching English as a Second Language. Her research interests focus on teacher education and teacher professional development in languages and literacies.
Andreas Bonnet is Professor of TEFL at the Universität Hamburg, Germany. He has done extensive research in the areas of content and language integrated learning, co-operative learning and multilingualism in the foreign language classroom. His empirical research comes from a qualitative angle and uses interpretative techniques, such as the documentary method. He is particularly interested in research on teachers and holds broad expertise as a teacher trainer, having run professional development courses in Germany, Switzerland and other European countries.
Michael Burri is a Senior Lecturer in TESOL in the School of Education at the University of Wollongong, Australia. Born in the United States and raised in Switzerland, he has taught and conducted research in a variety of contexts in Australia,