Abstract
The present paper draws on research findings about ESL and EFL teachers’ language learning biographies. More precisely, the paper draws on major insights from prior research that investigated the effects teachers’ languages, other than the target language, English, have on their professional identities and development. The question is answered if existing research findings hold in German video-based training contexts that aim to develop pre-service teachers’ multilingual-sensitive Professional Vision and practical teaching capabilities. Questionnaire-based data (n = 39) indicates that participants rely on their language (learning) biographies when planning and reflecting on multilingual-sensitive EFL teaching videos, albeit with varying degrees. Further, participants tend to employ specific languages for particular purposes.
Highlights
The present paper draws on research findings about ESL and EFL teachers’ language learning biographies
Throughout the past decade actors involved in foreign language teacher education have addressed the challenges and uncertainties that have arisen as a result of an increasing heterogeneity in schools
Both the insights provided by current research as well as the rich and diverse language backgrounds represented in the MS seminars brought up the following questions: 1. Do prospective teachers’ individual language biographies have an impact on the development of their Professional Vision (PV)? What is the nature of this impact?
Summary
In the context of teacher education or teachers’ professional development, the notion of Professional Vision (Goodwin, 1994) has been frequently addressed throughout the past decade (Sherin, 2004, 2007; Sherin & van Es, 2002; Sherin & Han, 2004). The development of PV demands teachers’ active cognitive involvement in two processes, namely “selective attention” and “knowledge-based reasoning” (Sherin & van Es, 2009; van Es & Sherin, 2008) Whereas the former is a prerequisite for teachers capacity to “notice” classroom events “relevant to learning” (Seidel et al, 2011; Sherin, 2007, respectively), the latter aims at an in-depth examination of these classroom events on various levels: Once they have noticed classroom events, teachers begin to reason about those events based on their professional knowledge and understanding of teaching and learning. Numerous of such programs rely on the implementation of teaching videos as a tool which lends itself well to the achievement of this aim, as shown
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