Motivating language teachers
Inspiring vision
Recent theorising in research on language teachers’ conceptual change has suggested that transforming language classrooms into engaging learning environments begins with teachers’ vision (Kubanyiova 2012). This chapter considers the significance of this finding through the lens of practical proposals for motivating language teachers’ deep reflection on their praxis. Situating the discussion in the wider domain of language teacher cognition research, this chapter adopts a theoretical framework of language teachers’ possible selves and outlines three key processes involved in inspiring language teachers’ vision: the teachers’ reflection on the who (i.e. the person doing the teaching), engagement with the why (i.e. the bigger purposes guiding language teachers’ work), and the construction of the image (i.e. a visual representation of desired teaching selves).
References (81)
Abednia, A
(
2012)
Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran.
Teaching and Teacher Education, 28, 706–717.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Akbari, R., & Tajik, L
(
2012)
Second-language teachers’ moral knowledge base: A comparison between experienced and less experienced, male and female practitioners.
Journal of Moral Education, 41, 39–59.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Arnold, J
(
1999)
Visualization: Language learning with the mind’s eye. In
J. Arnold (Ed.),
Affect in language learning (pp. 260–278). Cambridge: Cambridge University Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Assor, A., Kaplan, H., Feinberg, O., & Tal, K
(
2009)
Combining vision with voice: A learning and implementation structure promoting teachers’ internalization of practices based on self-determination theory.
Theory and Research in Education, 7, 234–243.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Basturkmen, H
(
2012)
Review of research into the correspondence between language teachers’ stated beliefs and practices.
System, 40, 282–295.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bodur, Y
(
2012)
Impact of course and fieldwork on multicultural beliefs and attitudes.
The Education Forum, 76, 41–56.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Borg, S
(
2003)
Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do.
Language Teaching, 36, 81–109.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Borg, S
(
2011)
The impact of in-service teacher education on language teachers’ beliefs.
System, 39, 370–380.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Borrero, N
(
2011)
Entering teaching for and with love: Visions of pre-service urban teachers.
Journal of Urban Learning, Teaching, and Research, 7, 18–26.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Breen, M.P., Hird, B., Milton, M., Oliver, R., & Thwaite, A
(
2001)
Making sense of language teaching: Teachers’ principles and classroom practices.
Applied Linguistics, 22, 470–501.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Casbon, C.H., Shagoury, R., & Smith, G.A
(
2005)
Rediscovering the call to teach: A new vision for professional and personal development.
Language Arts, 82, 359–366.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Crookes, G
(
1997)
SLA and language pedagogy.
Studies in Second Language Acquisition, 19, 93–116.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Crookes, G
(
2009)
Values, philosophies, and beliefs in TESOL: Making a statement. Cambridge: Cambridge University Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Crookes, G
(
2010)
The practicality and relevance of second language critical pedagogy.
Language Teaching, 43, 333–348.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Doiz, A., Lasagabaster, D., & Sierra, J.M
(
2011)
Internationalisation, multilingualism and English-medium instruction.
World Englishes, 30, 345–359.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Dörnyei, Z
(
2005)
The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Dörnyei, Z., & Kubanyiova, M
(
2014)
Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Dörnyei, Z., & Ushioda, E
(Eds.) (
2009)
Motivation, language identity and the L2 self. Bristol: Multilingual Matters.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Dowrick, P.W
(
2012)
Self modeling: Expanding the theories of learning.
Psychology in Schools, 49, 30–41.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Efstathia, P
(
2008)
Voices from the Greek community schools: Bilingual pedagogy and teachers’ theories.
Innovation in Language Learning and Teaching, 2, 189–205.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ellis, R
(
2010)
Second language acquisition, teacher education and language pedagogy.
Language Teaching, 43, 182–201.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Farrell, T.S.C
(
2011)
Exploring the professional role identities of experienced ESL teachers through reflective practice.
System, 39, 54–62.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Farrell, T.S.C
(
2014)
Reflective practice in ESL teacher development groups: From practices to principles. Basingstoke: Palgrave Macmillan.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Feryok, A., & Pryde, M
(
2012)
Images as orienting activity: Using theory to inform classroom practices.
Teachers and Teaching: theory and practice, 18, 441–454.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Fettes, M
(
2005)
Imaginative transformation in teacher education.
Teaching Education, 16, 3–11.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Fletcher, S
(
2000)
A role for imagery in mentoring.
Career Development International, 5, 235–243.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Freeman, D
(
1991) ‘
To make the tacit explicit’: Teacher education emerging discourse, and conceptions of teaching.
Teaching and Teacher Education, 7, 439–454.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gao, F
(
2012)
Teacher identity, teaching vision, and Chinese language education for South Asian students in Hong Kong.
Teachers and Teaching: theory and practice, 18, 89–99.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Golombek, P.R
(
1998)
A study of language teachers’ personal practical knowledge.
TESOL Quarterly, 32, 447–464.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Golombek, P.R
(
2009)
Personal practical knowledge in L2 teacher education. In
A. Burns &
J.C. Richards (Eds.),
The Cambridge guide to second language teacher education (pp. 155–162). Cambridge: Cambridge University Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Golombek, P.R., & Johnson, K.E
(
2004)
Narrative inquiry as a mediational space: Examining emotional and cognitive dissonance in second-language teachers’ development.
Teachers and Teaching: Theory and practice, 10, 307–327.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Goodman, J
(
1988)
Constructing a practical philosophy of teaching: A study of pre-service teachers’ professional perspectives.
Teaching and Teacher Education, 4, 121–137.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Grossman, P
(
2008)
Responding to our critics: From crisis to opportunity in research on teacher education.
Journal of Teacher Education, 59, 10–23.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hadfield, J., & Dörnyei, Z
(
2013)
Motivating learning. Harlow: Pearson.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hamman, D., Gosselin, K., Romano, J., & Bunuan, R
(
2010)
Using possible-selves theory to understand the identity development of new teachers.
Teaching and Teacher Education, 26, 1349–1361.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hammerness, K
(
2003)
Learning to hope, or hoping to learn? The role of vision in the early professional lives of teachers.
Journal of Teacher Education, 54, 43–56.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hammerness, K
(
2006)
Seeing through teachers’ eyes: Professional ideals and classroom practices. New York, NY: Teachers College Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Henry, A
(
2010)
Contexts of possibility in simultaneous language learning: Using the L2 Motivational Self System to assess the impact of global English.
Journal of Multilingual and Multicultural Development, 31, 149–162.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hiver, P.V
(
2013)
The interplay of possible language teacher selves in professional development choices.
Language Teaching Research, 17, 210–227.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Horn, I.S., Nolen, S.B., Ward, C., & Campbell, S.S
(
2008)
Developing practices in multiple worlds: The role of identity in learning to teach.
Teacher Education Quarterly, 35, 61–72.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Johnson, K.E
(
1994)
The emerging beliefs and instructional practices of preservice English as a second language teachers.
Teaching and Teacher Education, 10, 439–452.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Johnston, B
(
2003)
Values in English language teaching. Mahwah, NJ: Lawrence Erlbaum Associates.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kanno, Y., & Stuart, C
(
2011)
The development of L2 teacher identity: Longitudinal case studies.
The Modern Language Journal, 95, 236–252.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kennedy, M.M
(
2006)
Knowledge and vision in teaching.
Journal of Teacher Education, 57, 205–211.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kubanyiova, M
(
2006)
Developing a motivational teaching practice in EFL teachers in Slovakia: Challenges of promoting teacher change in EFL contexts.
TESL-EJ. Special Issue: Language Education Research in International Contexts, 10, 1–17. Retrieved from
[URL]![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kubanyiova, M
(
2009)
Possible selves in language teacher development. In
Z. Dörnyei &
E. Ushioda (Eds.),
Motivation, language identity and the L2 Self (pp. 314–332). Bristol: Multilingual Matters.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kubanyiova, M
(
2012)
Teacher development in action: Understanding language teachers’ conceptual change. Basingstoke: Palgrave Macmillan.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kubanyiova, M
(
2013)
Towards understanding the role of faith in the development of language teachers’ identities: A modest proposal for extending the research agenda. In
M.S. Wong,
C. Kristjánsson, &
Z. Dörnyei (Eds.),
Christian faith and English language teaching and learning: Research on the interrelationship of religion and ELT (pp. 85–92). New York, NY: Routledge.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kumazawa, M
(
2013)
Gaps too large: Four novice EFL teachers’ self-concept and motivation.
Teaching and Teacher Education, 33, 45–55.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lamie, J.M
(
2004)
Presenting a model of change.
Language Teaching Research, 8, 115–142.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lasagabaster, D., & Sierra, J.M
(
2011)
Classroom observation: desirable conditions established by teachers.
European Journal of Teacher Education, 34, 449–463.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lee, I
(
2010)
Writing teacher education and teacher learning: Testimonies of four EFL teachers.
Journal of Second Language Writing, 19, 143–157.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Liu, E., & Noppe-Brandon, S
(
2009)
Imagination first: Unlocking the power of possibility. San Francisco, CA: Jossey-Bass.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Magid, M., & Chan, L
(
2012)
Motivating English learners by helping them visualise their Ideal L2 Self: Lessons from two motivational programmes.
Innovation in Language Learning and Teaching, 6, 113–125.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Mangubhai, F
(
2007)
The moral and ethical dimensions of language teaching.
Australian Journal of Education, 51, 178–189.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Mangubhai, F., Marland, P., Dashwood, A., & Son, J.-B
(
2005)
Similarities and differences in teachers’ and researchers’ conceptions of communicative language teaching: does the use of an educational model cast a better light? Language Teaching Research, 9, 31–66.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Markus, H., & Nurius, P
(
1986)
Possible selves.
American Psychologist, 41, 954–969.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
McElhone, D., Hebhard, H., Scot, R., & Connie, J
(
2009)
The role of vision in trajectories of literacy practice among new teachers.
Studying Teacher Education, 5, 147–158.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Mendelsohn, D.J
(Ed.) (
1999)
Expanding our vision. Toronto: OUP.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Mori, R
(
2011)
Teacher cognition in corrective feedback in Japan.
System, 39, 451–467.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Mullock, B
(
2006)
The pedagogical knowledge base of four TESOL teachers.
The Modern Language Journal, 90, 48–66.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ortega, L
(
2012)
Language acquisition research for language teaching: Choosing between application and relevance. In
B. Hinger,
E.M. Unterrainer, &
D. Newby (Eds.),
Sprachen lernen: Kompetenzen entwickeln? Performanzen (über)prüfen (pp. 24–38). Wien: Präsens Verlag.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Palmer, P.J
(
2007)
The courage to teach: Exploring the inner landscape of a teacher’s life (10th ed.). San Francisco, CA: Jossey-Bass.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Papi, M., & Abdollahzadeh, E
(
2012)
Teacher motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context.
Language Learning, 62, 571–594.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Pastoll, G
(
2009)
Motivating people to learnand teachers to teach. Bloomington, IN: AuthorHouse.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Postman, N
(
1996)
The end of education: Redefining the value of school. New York, NY: Vintage.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ronfeldt, M., & Grossman, P
(
2008)
Becoming a professional: Experimenting with possible selves in professional preparation.
Teacher Education Quarterly, 35, 41–60.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Scarino, A
(
2005)
Introspection and retrospection as windows on teacher knowledge, values, and ethical dispositions. In
D.J. Tedick (Ed.),
Second language teacher education: International perspectives (pp. 33–52). Mahwah, NJ: Lawrence Erlbaum Associates.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Sharkey, J., & Johnson, K.E
(Eds.) (
2003)
The TESOL Quarterly dialogues: Rethinking issues of language, culture, and power. Alexandria, VA: TESOL.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Tedick, D.J
(
2009)
K-12 language teacher preparation: Problems and possibilities.
The Modern Language Journal, 93, 263–267.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Thornbury, S
(
1999)
Lesson art and design.
ELT Journal, 53, 4–11.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Tsang, W.K
(
2004)
Teachers’ personal practical knowledge and interactive decisions.
Language Teaching Research, 8, 163–198.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Tsui, A.B.M
(
2007)
Complexities of identity formation: A narrative inquiry of an EFL teacher.
TESOL Quarterly, 41, 657–680.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Varghese, M.M., & Johnston, B
(
2007)
Evangelical Christians and English language teaching.
TESOL Quarterly, 41, 5–31.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Walters, K
(Ed.) (
2001)
Rufus Jones: Essential writings. Maryknoll, NY: Orbis Books.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Wan, W., Low, G.D., & Li, M
(
2011)
From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles.
System, 39, 403–415.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Warford, M.K., & Reeves, J
(
2003)
Falling into it: Novice TESOL teacher thinking.
Teachers and Teaching: Theory and Practice, 9, 47–65.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Watzke, J.L
(
2007)
Foreign language pedagogical knowledge: Toward a developmental theory of beginning teacher practices.
The Modern Language Journal, 91, 63–82.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Wong, M.S
(
2013)
Called to teach: The impact of faith on professional identity formation of three Western English teachers in China. In
M.S. Wong,
C. Kristjánsson, &
Z. Dörnyei (Eds.).
Christian faith and English language teaching and learning: Research on the interrelationship of religion and ELT (pp. 11–30). New York, NY: Routledge.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Woods, D., & Çakır, H
(
2011)
Two dimensions of teacher knowledge: The case of communicative language teaching.
System, 39, 381–390.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Wright, T
(
2010)
Second language teacher education: Review of recent research on practice.
Language Teaching, 43, 259–296.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cited by (3)
Cited by 3 other publications
Lu, Xiuchuan & Zhi Geng
2022.
Faith or path? Profiling the motivations of multilingual Chinese as a foreign language teachers using Q methodology.
Language Teaching Research ► pp. 136216882210990 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Jaen Campos, Marta
2018.
Llinares, A. & Morton, T. (eds) (2017). "Applied Linguistics Perspectives on CLIL". Amsterdam: John Benjamins. DOI 10.1075/lllt.47.
Complutense Journal of English Studies 26
► pp. 287 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Lasagabaster, David
2018.
Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level.
Language Teaching 51:3
► pp. 400 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
This list is based on CrossRef data as of 13 june 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.