Archived Content

LTE 2019Society, Identity, and Transformation
in Language Teacher Education
11th International Language Teacher Education Conference

May 30–June 1, 2019
The Graduate Hotel
Minneapolis, MN

Regular Registration Deadline: May 15, 2019

Invited Speakers

  • Cori Crane, Duke University
    Shifting Perspectives in Language Teacher Education: Transformative Learning Theory for L2 Learning and Teaching
  • Richard Donato, University of Pittsburgh
    History-in-Person and Teacher Development: Bringing the Past into the Present
  • Maggie Kubanyiova, University of Leeds
    The Promise of "Disturbing Encounter" as Meaningful Language Teacher Education
  • Suhanthie Motha, University of Washington
    Race and Empire in Language Teacher Education

The mission of this unique biennial conference is to address 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, including: English as a Second or Foreign Language (ESL/EFL) instruction; foreign/modern/world language teaching; bilingual education; immersion education; indigenous and minority language education; heritage language education; and the teaching of less commonly taught languages. The conference aims to bring together teacher educators from these many contexts to discuss and share research, theory, and best practices and to initiate and sustain meaningful professional dialogue across languages, levels, and settings.

The conference will focus on the following four broad themes:
(Click theme title for a description)

The Knowledge Base of Language Teacher Education
A central issue in language teacher education is the question of what constitutes the knowledge 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.
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.
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 teacher 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.
Practices of Language Teacher Education
The practices 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.

Conference Sponsors
This conference is sponsored by the Center for Advanced Research on Language Acquisition at the University of Minnesota in partnership with the American Association of University Supervisors and Coordinators; the Center for Educational Resources in Culture, Language, and Literacy at the University of Arizona; and the Center for Urban Language Teaching and Research at Georgia State University. The conference is cosponsored by the following University of Minnesota units: College of Education and Human Development; College of Liberal Arts Language Center; Global Programs and Strategy Alliance; Graduate School; Department of Curriculum and Instruction; Department of French and Italian; Department of German, Nordic, Slavic, and Dutch; Department of Spanish and Portuguese Studies.

Conference Planning Committee
Martha Bigelow, University of Minnesota (co-chair)
Kate Paesani, Center for Advanced Research on Language Acquisition (co-chair)
Blanca Caldas, University of Minnesota
LeeAnne Godfrey, Hamline University
William Nichols, Center for Urban Language Teaching and Research at Georgia State University
Pamela Wesely, University of Iowa

Conference Administrative Team
Karin Larson, CARLA Executive Assistant Director
Liz Hellebuyck, Program Associate
Marlene Johnshoy, Technology Coordinator

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Center for Advanced Research on Language Acquisition (CARLA) • 140 University International Center • 331 - 17th Ave SE • Minneapolis, MN 55414