Del 10/14/2015 to 10/16/2015
Edifici Roc Boronat
Symposium participants and attendees
Documentation
KEYNOTE SPEAKER
Professor James P. Lantolf (Center for Language Acquisition, The Pennsylvania State University)
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
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
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?
PRE-SERVICE TEACHER EDUCATION
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
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
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
Què entenen els mestres en formació per teoria i pràctica?
PUJOLÀ FONT, Joan- Tomàs; GONZÁLEZ ARGÜELLO, Vicenta & MONTMANY MOLINA, Begoña
From self- to hetero-observation: looking at teaching practice from different perspectives
IN-SERVICE TEACHER EDUCATION
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
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
How to grow professionally after initial teacher education?
TRESSERRAS CASALS, Eva & PALOU, Juli
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
Visual Narrative Inquiry and Teacher Education
Mar
18th
'15
08:00 Papers upload opening
Jun
15th
21:59 Papers upload closing
Oct
14th
09:00 Starting date
16th
20:00 Closing date
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