Enfocaments socioculturals per a l'aprenentatge / ensenyament de llengües addicionals. Recerca i formació del professorat. Escurçar les distàncies entre la pràctica i la teoria

Ponents

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 KEYNOTE SPEAKER</h3>

 Professor James P. Lantolf (Center for Language Acquisition, The Pennsylvania State University USA) 

 James P. Lantolf (1974, Ph.D. in Linguistics, The Pennsylvania State University) is Greer Professor of Language Acquisition and Applied Linguistics in the Department of Applied Linguistics. He directs the Center for Language Acquisition in the College of the Liberal Arts and has served as Co-Director of CALPER since 2002, when CALPER was established. Jim Lantolf has published widely in the area of applied linguistics and is the co-author of Sociocultural Theory and the Genesis of Second Language Development (2006, with Steven L. Thorne). His research focuses on a wide number of theoretical issues in sociocultural theory and second language learning.Within the professional community, Jim Lantolf serves on the Executive Committee of the American Association for Applied Linguistics (AAAL) and is a member of several editorial boards. 

 Speakers with proposal  related to questions 1 and 2

 1) What research issues are meaningful for classroom practice? Which issues need to be addressed and why?

 2) What research methods are most suitable for dealing with such issues from the point of view of their contribution to teaching practices?

  

 BATLLE, Jaume   

 Universitat de Barcelona  

 Conversation Analysis as a methodology to study the interactional processes implied in SLA: focus on the interactional complexity of lexical repair

 CASAS-DESEURES, Mariona

 University of Vic - Central University of Catalonia

 Talking about language as a way to learn to think about language:  the interaction as a tool to promote the development of metalinguistic activity in a Primary classroom

 KEIM, Lucrecia

 University of Vic - Central University of Catalonia

 Research on task-based oral interaction in online environments

 MEIER, Gabriela

 University of Exeter, Graduate School of Education

 Theorizing the multilingual Turn in Languages Education: A multilingual approach to understanding language learning and its implications for practice

 NARCY, Jean-Paul

 Sorbonne nouvelle-Paris 3

 Is Language Education Beyond the Scope of Applied Linguistics?

 SOCKETT, Geoffrey  

 Paris Descartes University

 Bridging formal and informal learning of English in online settings

 TOCAIMAZA-HATCH, Cecilia

 The University of Nebraska at Omaha

 Mediation and vocabulary development in NS-NNS interactions during an oral portfolio activity

 VALLBONA, Anna

 University of Vic - Central University of Catalonia

 Linking research results and classroom practices in EFL and CLIL programmes in primary school

 ZHANG, Xian

 Guangdong University of Foreign Studies

 A Systemic Theoretical Instruction Approach to Teach Chinese Ba-Construct

  

 Speakers with proposal  related to questions 3 and 4

 3) How do we have to deal in teacher education programs with both strands (theory / research and practice) in order to promote transformation in teaching practices? Which are the keys?

 4) What kind of learning environment is needed in schools for teachers to become agents of transformation? Which are the keys?

  
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 PRE-SERVICE TEACHER EDUCATION
 
  
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 ABENDROTH-TIMMER, Dagmar & SCHNEIDER, Ramona

 University of Siegen

 Bridging the gap between practice and theory – The role of task design in a

 multilingual blended learning Project

 AGUILAR RÍO, José Ignacio 

 Université Sorbonne Nouvelle – Paris 3

 Sociocultural mediation for pre-service language teacher education in an international, joint program

 ARBONES SOLA, Carme & CIVERA LÓPEZ, Isabel 

 Universitat de Barcelona

 From Personal Learning Environments to Personal Learning Networks: Building a Sense of Community in EFL Teacher Education

 ELSNER, Daniela

 Goethe University Frankfurt Main

 Research based learning in (language) teacher education. Concepts, principles and benefits

 ETUS, Özlem

 Istanbul University

 Teachers as “agents of change”: reframing critical inquiry in pre-service language       teacher education

 HATIPOGLU, Sevinc

 Istanbul University 

 Bridging theory and practice: Teaching Practice Courses for Foreign Language Teacher Candidates at Istanbul University: A Case Study for German Teacher Candidates

 NOVILLO, Paula & PUJOLÀ, Joan-Tomàs

 Universitat de Barcelona I

 Interthinking in the joint reflective practice process between a novice language teacher and a novice teacher trainer

 PÉREZ-PEITX, Mireia & FONS ESTEVE, Montserrat

 Universitat de Barcelona

 Què entenen els mestres en formació per teoria i pràctica?

 PUJOLÀ FONT, Joan- Tomàs; GONZÁLEZ ARGÜELLO, Vicenta & MONTMANY MOLINA, Begoña

 Universitat de Barcelona

 From self- to hetero-observation: looking at teaching practice from different perspectives

  
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 IN-SERVICE TEACHER EDUCATION 
 
  
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 CANALDA, Jordi & SERÓ, Sandra

 IES Canet de Mar

 Like a fish out of water

 CAÑADA PUJOLS, Montserrat & CINTI,  Francesca Romana

  EOI Barcelona Drassanes

  Observation as a tool to improve teaching quality

 CARANDELL, Z. ;BORRÁS, J. & LINZOÁIN, B., MENJIBAR,Y.

 EOI Barcelona-Drassanes

 A concept-based work on the verbal aspect and the mood of action (aktionsart) in the german classroom: a practical

 CARO MUÑOZ, Minerva & LLOBERA, Miquel

 Universitat de Barcelona

 Research potential from a sociocultural perspective to promote change in  Spanish Teaching as an additional language in secondary education in Gabon (Central Africa)

 CARRETERO RÖDEL, Angela 

 Escola Oficia d’Idiomes Barcelona Drassanes

 ESTEVE R., Olga; GONZÁLEZ D., María; ATIENZA C., Encarna; MARTÍN P., Ernesto & FERNÁNDEZ,Francesc

 University Pompeu Fabra, University Ramon Llull, Barcelona

 Towards plurilingual education through sociocultural theory. Agency as a key factor in teachers’ transformation processes

 MITCHEL-SMITH

 Jane  St. Peter’s School

 Collaborative investigation as a catalyst for change

 MORENO CAMACHO, Cristina

 Instituto Cervantes

 A Cooperating Teacher Training Program: looking for congruence

 SURRIBAS, Eva  & VILASECA, Lidia  

 EOI Barcelona-Drassanes

  How to grow professionally after initial teacher education?

 TRESSERRAS CASALS, Eva  & PALOU,  Juli

 Universitat de Barcelona

 Teachers’ beliefs. Tensions from reflection on their own practice

 VERDÍA, Elena

 Departamento de Formación de profesores del Instituto Cervantes 

 Research in an in-service teacher education model based on collaborative reflective learning. The experience at Instituto Cervantes in Manchester

 ZANATTA, Theresa & CIVERA, Isabel 

 Universitat de Barcelona

 Visual Narrative Inquiry and Teacher Education
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