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Language Teacher Education for a Global Society: A Modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing Hardcover – 10 November 2011

by B. Kumaravadivelu (Author)

4.8 14 ratings

Part of: ESL & Applied Linguistics Professional Series (89 books)

Edition: 1^st

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The field of second/foreign language teacher education is calling out for a coherent and comprehensive framework for teacher preparation in these times of accelerating economic, cultural, and educational globalization. Responding to this call, this book introduces a state-of-the-art model for developing prospective and practicing teachers into strategic thinkers, exploratory researchers, and transformative teachers. The model includes five modules: Knowing, Analyzing, Recognizing, Doing, and Seeing (KARDS). Its goal is to help teachers understand:

how to build a viable professional, personal and procedural knowledge-base,

how to analyze learner needs, motivation and autonomy,

how to recognize their own identities, beliefs and values,

how to do teaching, theorizing and dialogizing, and

how to see their own teaching acts from learner, teacher, and observer perspectives.

Providing a scaffold for building a holistic understanding of what happens in the language classroom, this model eventually enables teachers to theorize what they practice and practice what they theorize. With its strong scholarly foundation and its supporting reflective tasks and exploratory projects, this book is immensely useful for students, practicing teachers, teacher educators, and educational researchers who are interested in exploring the complexity of language teacher education.

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About the Author

B. Kumaravadivelu is Professor, Department of Linguistics and Language Development, San Jose State University.

Product details

Publisher ‏ : ‎ Routledge; 1st edition (10 November 2011)
Language ‏ : ‎ English
Hardcover ‏ : ‎ 162 pages
ISBN-10 ‏ : ‎ 0415877377
ISBN-13 ‏ : ‎ 978-0415877374
Dimensions ‏ : ‎ 16.51 x 1.27 x 24.13 cm

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4.8 14 ratings

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SLTE: Special Duty

Reviewed in the United States on 9 January 2018

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Kumaravadivelu presents a need for a cogent, coherent and comprehensive framework for L2 teacher preparation in order to be able to meet up with the educational complexity of our globalized society. There is a general opinion that we live in a Postmodern world. Unlike modernism, postmodernism acknowledges individual identity and celebrates diversity. The idea of “knowing” in the context of teaching and teacher education is elucidated with a new concept of stating professional knowledge of teachers for the purpose of identifying what a teacher knows as well as what future teachers would need. This frame comprises of 3 major parts which reflect the subject content, teacher’s potential and effective classroom management. It is pointed out that L2 teachers need to analyze learner needs, learner motivation and learner autonomy. He asserts that the influence of program institutions, government and society sometimes make this analysing complex and demanding. The author discusses 3 essential components: teaching, theorizing and dialogizing while we are “doing”. “Doing teaching” in language classroom is evident in the teacher’s efforts to maximize learning opportunities and to mentor learner for/to personal transformation. (That’s a special responsibility).
Kumaravadivelu takes the reader to another viewpoint of understanding the classroom observation through interaction approach, discourse approach, and critical approach which produces seeing-in, seeing-at, and seeing-that respectively. Based on this, classroom observation covers the complexity of the discourse between the teacher and the learners.

jnarvaez11

Great resource if you are trying to have an understanding ...

Reviewed in Canada on 27 October 2014

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Great resource if you are trying to have an understanding of key concepts associated with cognitive psychology linked to the teaching of languages, and applied linguistics to second language education and teacher education.