Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-gxg78 Total loading time: 0 Render date: 2024-12-23T19:03:29.106Z Has data issue: false hasContentIssue false

2 - Cognition and Good Language Teachers

from Part I - Macro Perspectives

Published online by Cambridge University Press:  22 April 2020

By
Simon Borg  and
Hugo Santiago Sanchez
Edited by
Carol Griffiths  and
Zia Tajeddin
Carol Griffiths
Affiliation:
University of Leeds
Zia Tajeddin
Affiliation:
Tarbiat Modares University, Iran
Get access

Summary

Chapter 2 outlines the issue of teacher cognition, particularly teachers’ beliefs, in their classroom practice. The authors argue that good language teachers are cognizant of their beliefs and align their teaching with these beliefs, and they also report on two cases of experienced teachers’ reflection on their beliefs.

Keywords

cognitionbeliefscorrective feedbacktechnologyreflection
Type
Chapter
Information
Lessons from Good Language Teachers , pp. 16 - 27
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alemi, M., & Tajeddin, Z. (2020). Reflection and good language teachers. In Griffiths, C. & Tajeddin, Z. (Eds.), Lessons from good language teachers (pp. 41–53). Cambridge: Cambridge University Press.Google Scholar
Baker, A. (2014). Exploring teachers’ knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions. TESOL Quarterly, 48(1), 136–163.Google Scholar
Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2), 282–295.Google Scholar
Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.Google Scholar
Borg, S. (2018a). Teacher evaluation: Global perspectives and their implications for English language teaching. A literature review. Delhi: British Council.Google Scholar
Borg, S. (2018b). Teachers’ beliefs and classroom practices. In Garrett, P. & Cots, J. M. (Eds.), The Routledge handbook of language awareness (pp. 75–91). London: Routledge.Google Scholar
Borg, S. (2019). Language teacher cognition: Perspectives and debates. In Xuesong, A. (Ed.), Second handbook of English language teaching. Cham, Switzerland: Springer.Google Scholar
Borg, S., & Alshumaimeri, Y. Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research, 23(1), 9–38.CrossRefGoogle Scholar
Burns, A., Freeman, D., & Edwards, E. (2015). Theorizing and studying the language-teaching mind: Mapping research on language teacher cognition. Modern Language Journal, 99(3), 585–601.Google Scholar
Clark, C., & Yinger, R. (1979). Teachers’ thinking. In Peterson, P. & Walberg, H. (Eds.), Research on teaching and learning: Concepts, findings and implications (pp. 231–263). Berkeley, CA: McCutchen.Google Scholar
Cosh, J. (1999). Peer observation: A reflective model. ELT Journal, 53(1), 22–27.Google Scholar
Couper, G. (2017). Teacher cognition of pronunciation teaching: Teachers’ concerns and issues. TESOL Quarterly, 51(4), 820–843.CrossRefGoogle Scholar
Danielson Group. (2013). The framework for teaching. The Danielson Group. Retrieved from: www.danielsongroup.org/framework/.Google Scholar
Darling-Hammond, L. (2013). Getting teacher evaluation right: What really matters for effectiveness and improvement. New York, NY: Teachers College.Google Scholar
England, N. (2017). Developing an interpretation of collective beliefs in language teacher cognition research. TESOL Quarterly, 51(1), 229–238.Google Scholar
Freeman, D., & Richards, J. C. (Eds.). (1996). Teacher learning in language teaching. Cambridge: Cambridge University Press.Google Scholar
Haukås, Å. (2016). Teachers’ beliefs about multilingualism and a multilingual pedagogical approach. International Journal of Multilingualism, 13(1), 1–18.Google Scholar
Junqueira, L., & Payant, C. (2015). “I just want to do it right, but it’s so hard”: A novice teacher’s written feedback beliefs and practices. Journal of Second Language Writing, 27, 19–36.Google Scholar
Kubanyiova, M., & Feryok, A. (2015). Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance. Modern Language Journal, 99(3), 435–449.CrossRefGoogle Scholar
Munby, H., Russell, T., & Martin, A. K. (2001). Teachers’ knowledge and how it develops. In Richardson, V. (Ed.), Handbook of research on teaching (4th ed.) (pp. 877–904). Washington, DC: American Educational Research Association.Google Scholar
Murphy, P. K., & Mason, L. (2006). Changing knowledge and beliefs. In Alexander, P. A. & Winne, H. (Eds.), Handbook of educational psychology (2nd ed.) (pp. 305–324). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328.Google Scholar
Shavelson, R. J., Atwood, N. K., & Borko, H. (1977). Experiments on some factors contributing to teachers’ pedagogical decisions. Cambridge Journal of Education, 7, 51–70.CrossRefGoogle Scholar
Woods, D. (1996). Teacher cognition in language teaching. Cambridge: Cambridge University Press.Google Scholar
Wyatt, M., & Ager, E. O. (2017). Teachers’ cognitions regarding continuing professional development. ELT Journal, 71(2), 171–185.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×