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Embracing Literacy-Based Teaching: A Longitudinal Study Of The Conceptual Development Of Novice Foreign Language Teachers, Heather W. Allen
Embracing Literacy-Based Teaching: A Longitudinal Study Of The Conceptual Development Of Novice Foreign Language Teachers, Heather W. Allen
Heather Willis Allen
Taking a sociocultural theory perspective (Lantolf & Thorne, 2006), this longitudinal study explored the conceptual development of two teaching assistants in a university foreign language department in relation to literacy and language teaching. Findings illustrate the "twisting path" (Vygotsky, 1987, p. 156) of concept development experienced by the two first-time teachers of Spanish as their understandings of literacy and efforts to use tools of literacy evolved over several years. Evidence of the ability to think through concepts of literacy in structuring teaching practices did not emerge for either participant until four semesters after they started teaching, illustrating what a gradual …
Beyond The Language-Literature Divide: Advanced Pedagogy For Training Graduate Students, Heather W. Allen
Beyond The Language-Literature Divide: Advanced Pedagogy For Training Graduate Students, Heather W. Allen
Heather Willis Allen
In this article, my objectives are 1) to discuss current practices and challenges related to the professional development of graduate students in foreign language departments as teachers; and 2) to provide a rationale for and description of a graduate seminar that serves to prepare future professors to develop students' analytical, critical, and argumentative capacities in the advanced undergraduate curriculum. It is my hope to encourage further discussion of integrative approaches to teaching foreign language at all levels by providing a concrete example of how graduate student professional development can include issues of language in advanced courses. A one-semester advanced foreign …