The emergence of the additional language teacher/adviser under the complexity paradigm

Elaine Ferreira Do Vale Borges,Walkyria Magno E Silva

doi:10.1590/1678-460x2019350308

Abstract

ABSTRACT In this text, we discuss the emergence of a complex additional language teacher/adviser under the complexity theory framework by reflecting upon disturbances in the teaching and learning subsystems of pre-service education. The complex teacher/adviser values all sub- and suprasystems, embraces the fractalized identities, conciliates assorted conceptions associated to this role, energizes and moves different systems linked to the profession, and uses several methods and approaches to language teaching and learning. We bring up some evidences of the complex teacher/adviser emergence in language teaching preparation and in language learning advising.

Highlights

The Second Language Teacher Education (SLTE) field is a well established area within Applied Linguistics
Since the 1950s, the SLTE was imbued by the process-product education tradition with the perspective that “knowledge about teaching and learning can betransmittedto teachers by others” (Johnson and Freeman, 2001: 54)
‘80s emphasized learning and/or the person of the teacher; “[i]t was argued that the procedural aspects of teacher training could be balanced by the person-centred notion of teacher development”

Summary

Introduction

The Second Language Teacher Education (SLTE) field is a well established area within Applied Linguistics. Reflection, the teacher educator can provide a lesson plan model (Attachment) with a specific heading based on theoretical perspective, like language skill(s), language and learning conception(s), language competence(s), deductive and/or inductive grammar, method(s) and approach(es) to language teaching and learning, second language acquisition (SLA) hypothesis(es)/ theory(ies), and so on. Such a model can help novices reflexively connect the headings (theory) with the planned activities (practice) before they go to the classroom. This indicates the perspective of SLATs reconciliation in Menezes’ complex model in teaching practice

The complex language adviser emergence: disturbances in the learning system

Conclusion