Article published in:Motivation and Foreign Language Learning: From theory to practice
Edited by David Lasagabaster, Aintzane Doiz and Juan Manuel Sierra
[Language Learning & Language Teaching 40] 2014
► pp. 71–89
Motivating language teachers
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).
Keywords: teacher vision, possible selves, language teacher cognition
Published online: 31 July 2014
Akbari, R., & Tajik, L.
(1999) Visualization: Language learning with the mind’s eye. In J. Arnold (Ed.), Affect in language learning (pp. 260–278). Cambridge: Cambridge University Press.
Assor, A., Kaplan, H., Feinberg, O., & Tal, K.
(2011) Entering teaching for and with love: Visions of pre-service urban teachers. Journal of Urban Learning, Teaching, and Research, 7, 18–26.
Breen, M.P., Hird, B., Milton, M., Oliver, R., & Thwaite, A.
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.
(2009) Values, philosophies, and beliefs in TESOL: Making a statement. Cambridge: Cambridge University Press.
Doiz, A., Lasagabaster, D., & Sierra, J.M.
(2005) The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
Dörnyei, Z., & Kubanyiova, M.
(2014) Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.
Dörnyei, Z., & Ushioda, E.
(Eds.) (2009) Motivation, language identity and the L2 self. Bristol: Multilingual Matters.
(2014) Reflective practice in ESL teacher development groups: From practices to principles. Basingstoke: Palgrave Macmillan.
Feryok, A., & Pryde, M.
(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.
Golombek, P.R., & Johnson, K.E.
Hadfield, J., & Dörnyei, Z.
(2013) Motivating learning. Harlow: Pearson.
Hamman, D., Gosselin, K., Romano, J., & Bunuan, R.
(2006) Seeing through teachers’ eyes: Professional ideals and classroom practices. New York, NY: Teachers College Press.
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.
(2003) Values in English language teaching. Mahwah, NJ: Lawrence Erlbaum Associates.
Kanno, Y., & Stuart, C.
(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 <http://www.tesl-ej.org/ej38/a5.pdf>
(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.
(2012) Teacher development in action: Understanding language teachers’ conceptual change. Basingstoke: Palgrave Macmillan.
(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.
Lasagabaster, D., & Sierra, J.M.
Liu, E., & Noppe-Brandon, S.
(2009) Imagination first: Unlocking the power of possibility. San Francisco, CA: Jossey-Bass.
Magid, M., & Chan, L.
Mangubhai, F., Marland, P., Dashwood, A., & Son, J.-B.
McElhone, D., Hebhard, H., Scot, R., & Connie, J.
(Ed.) (1999) Expanding our vision. Toronto: OUP.
(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.
(2007) The courage to teach: Exploring the inner landscape of a teacher’s life (10th ed.). San Francisco, CA: Jossey-Bass.
Papi, M., & Abdollahzadeh, E.
(2009) Motivating people to learnand teachers to teach. Bloomington, IN: AuthorHouse.
(1996) The end of education: Redefining the value of school. New York, NY: Vintage.
Ronfeldt, M., & Grossman, P.
(2008) Becoming a professional: Experimenting with possible selves in professional preparation. Teacher Education Quarterly, 35, 41–60.
(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.
Sharkey, J., & Johnson, K.E.
(Eds.) (2003) The TESOL Quarterly dialogues: Rethinking issues of language, culture, and power. Alexandria, VA: TESOL.
(2007) Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41, 657–680.
Varghese, M.M., & Johnston, B.
(2007) Evangelical Christians and English language teaching. TESOL Quarterly, 41, 5–31.
(Ed.) (2001) Rufus Jones: Essential writings. Maryknoll, NY: Orbis Books.
Wan, W., Low, G.D., & Li, M.
Warford, M.K., & Reeves, J.
(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.
Woods, D., & Çakır, H.
Cited by other publications
This list is based on CrossRef data as of 26 june 2020. 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.