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Archived Content from Conference Held in May 2001 

Building on Our Strengths:
Second International Conference on Language Teacher Education

May 17-19, 2001
Radisson-Metrodome Hotel
Minneapolis, Minnesota, USA

Designed for practitioners and researchers involved in the preparation and ongoing professional development of language teachers, this conference addressed the education of teachers of all languages, at all instructional and institutional levels, and in all the many national and international contexts in which this takes place.

The contexts addressed included:

  • ESL/EFL
  • foreign/modern/world language teaching
  • bilingual education
  • immersion education
  • indigenous and minority languages
  • the teaching of less commonly taught laguages
  • The conference goals were to:

  • bring together research, theory, and best practices from all these contexts
  • initiate and sustain meaningful professional dialogue across languages, levels, and settings.

  • Conference Themes


    Keynote presentation:
    Pam Grossman, In Search of Teacher Community

    Theme I: The Knowledge Base of Language Teacher Education

    A central issue in language teacher education is the question of what constitutes theknowledge base of language teaching and how it relates to the processes and content of teacher education. This theme will include research and perspectives on: teachers' knowledge and beliefs; teacher learning in formal and informal contexts; teachers' ways of knowing; teacher socialization; professional development; and the nature of disciplinary knowledge.

    Presentation Summary:
    Karen Johnson and Donald Freeman, "Towards Linking Teacher Knowledge And Student Learning"

    Theme II: Social, Cultural, and Political Contexts of Language Teacher Education

    Language teacher education takes place in multiple contexts and with diverse populations, where language, culture and identity are intricately bound together. These contexts are often impacted by actions taken by formal and informal decision-making bodies, which may or may not involve the participation of teacher educators. This theme will include critical and analytical perspectives on: institutions, communities and discourses within which teacher education practices are situated; language education policy and planning; power, status, and authority in language teacher education; diversity and equity in language teacher education, including issues of race, class, gender, sexual orientation, and language; the socially situated nature of language and learning; and issues related to policy, such as standards, legislative mandates, recruitment and retention, and advocacy by language teacher organizations.

    Presentation Summary:
    Elana Shohamy, "The Power of Tests over Teacher; The Power of Teachers over Tests"

    Theme III: Collaborations in Language Teacher Education

    A key element in teacher development is effective collaboration between those individuals and institutions preparing teachers and their professional counterparts currently engaged in language teaching and learning. This theme will examine: ways in which teahcer education recognizes the shared development of professionals; models or structures of collaboration that stress ongoing teacher development including mentoring and professional development schools; examples of and/or research on collaboration in which teacher development and research inform each other; and research, projects, or practices that recognize teacher expertise and the teacher voice as pivotal in addressing issues of language teaching and learning.

    Presentation Summary:
    Julian Edge, "Build It and They Will Come"

    Theme IV: Processes of Language Teacher Education

    The processes of language teacher education refer to the ways in which the knowledge base is conceptualized and operationalized in teacher preparation and professional development. This theme will examine program design; curriculum models; pedagogy; teacher assessment; organization of instruction; field experiences; observation/supervision; self-study of practice; and action research.

    Presentation Summaries:

    Conference Planning Committee
    Diane Tedick, Chair (University of Minnesota)
    Elizabeth Bernhardt (Stanford University), Martha Bigelow (University of Minnesota), Nancy Dubetz (Lehman College, CUNY), Tina Edstam (Minnesota State University – Mankato), Tara Fortune (University of Minnesota), Mari Haas (Teachers College, Columbia University), Karen Johnson (The Pennsylvania State University), Bill Johnston (Indiana University), Carol Klee (University of Minnesota), Kip Téllez (University of California – Santa Cruz), Patricia Thornton (University of Minnesota), Constance Walker (University of Minnesota).

     

    RESEARCH AND PROGRAMS

    Articulation of Language Instruction
    Assessment of Second Language
    Content-Based Language Instruction
    Culture and Language Learning
    Immersion Education
    Learner Language
    Less Commonly Taught Languages
    Maximizing Study Abroad
    Pragmatics/Speech Acts
    Strategies for Language Learning
    Technology and Language Learning
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    Last Modified: March 13, 2017 at 16:54