TY - CHAP
T1 - Teacher educators' prior experiences as an affordance for pedagogical orientations toward TBLT
AU - Tran-Dang, Khanh-Linh
AU - Nguyen, Minh Hue
PY - 2022
Y1 - 2022
N2 - As Task-based Language
Teaching (TBLT) has become central in EFL/ESL pedagogical reforms worldwide,
many TESOL programs focus on developing preservice teachers’ capacity to use
TBLT in their future practice. However, while TESOL teacher educators play a pivotal
role in developing and delivering these teacher education programs, their
pedagogical orientations for the use of TBLT remain a gap in the research
literature. In order to conceptualise what could be considered contextually
appropriate pedagogies for TBLT, it is important to have greater understanding
of teacher educators’ pedagogical orientations and their origins. This
qualitative study, drawing on a larger research project on TESOL teacher
educators’ engagement with TBLT, explored three Vietnamese TESOL teacher
educators’ pedagogical orientations for the use of TBLT in relation to their
prior experiences as language teachers and language learners. Theoretically
framed by the situative perspective and the ecological construct of affordance,
the study employed an insider approach to understanding the
teacher-educator-in-context. The data were sourced from three individual
interviews and three classroom observations, followed by three focus-group
discussions. Qualitative thematic analysis reveals the teacher educators’
different pedagogical orientations towards TBLT, coupled with a dynamic
interplay between such orientations and prior experiences. The chapter
illustrates, in particular, how the situative and the ecological perspectives
can be employed to interpret teacher educators’ context-sensitive practice. As
thus, the chapter generates implications for context responsive pedagogies in
both TESOL teacher education and English language teaching.
AB - As Task-based Language
Teaching (TBLT) has become central in EFL/ESL pedagogical reforms worldwide,
many TESOL programs focus on developing preservice teachers’ capacity to use
TBLT in their future practice. However, while TESOL teacher educators play a pivotal
role in developing and delivering these teacher education programs, their
pedagogical orientations for the use of TBLT remain a gap in the research
literature. In order to conceptualise what could be considered contextually
appropriate pedagogies for TBLT, it is important to have greater understanding
of teacher educators’ pedagogical orientations and their origins. This
qualitative study, drawing on a larger research project on TESOL teacher
educators’ engagement with TBLT, explored three Vietnamese TESOL teacher
educators’ pedagogical orientations for the use of TBLT in relation to their
prior experiences as language teachers and language learners. Theoretically
framed by the situative perspective and the ecological construct of affordance,
the study employed an insider approach to understanding the
teacher-educator-in-context. The data were sourced from three individual
interviews and three classroom observations, followed by three focus-group
discussions. Qualitative thematic analysis reveals the teacher educators’
different pedagogical orientations towards TBLT, coupled with a dynamic
interplay between such orientations and prior experiences. The chapter
illustrates, in particular, how the situative and the ecological perspectives
can be employed to interpret teacher educators’ context-sensitive practice. As
thus, the chapter generates implications for context responsive pedagogies in
both TESOL teacher education and English language teaching.
KW - Task-based language teaching
KW - TESOL
U2 - 10.4324/9781003004677-12
DO - 10.4324/9781003004677-12
M3 - Chapter (Book)
SN - 9780367436292
SN - 9781032108995
T3 - Routledge Research in Language Education
SP - 168
EP - 186
BT - Becoming and Being a TESOL Teacher Educator
A2 - Yuan, Rui
A2 - Lee, Icy
PB - Routledge
CY - Abingdon UK
ER -