Book contents
- Transformative Language Learning and Teaching
- Transformative Language Learning and Teaching
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Acknowledgments
- Abbreviations
- 1 Introduction
- Part I Theoretical Framework
- Part II Transformative Language Learning and Teaching Applications in Government Programs
- Part III Transformative Language Learning and Teaching Applications in University Programs
- Part IV Transformative Language Learning and Teaching Applications in Immersion Programs
- Part V The Learner
- Part VI Faculty Development
- 21 Incremental Drivers of Transformative Learning among World Language Preservice Teachers
- 22 Transformative Aspects of Teacher Education and Training for Preservice Instructors of Chinese and Japanese
- Part VII Assessment
- References
- Index
22 - Transformative Aspects of Teacher Education and Training for Preservice Instructors of Chinese and Japanese
from Part VI - Faculty Development
Published online by Cambridge University Press: 26 January 2021
- Transformative Language Learning and Teaching
- Transformative Language Learning and Teaching
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Acknowledgments
- Abbreviations
- 1 Introduction
- Part I Theoretical Framework
- Part II Transformative Language Learning and Teaching Applications in Government Programs
- Part III Transformative Language Learning and Teaching Applications in University Programs
- Part IV Transformative Language Learning and Teaching Applications in Immersion Programs
- Part V The Learner
- Part VI Faculty Development
- 21 Incremental Drivers of Transformative Learning among World Language Preservice Teachers
- 22 Transformative Aspects of Teacher Education and Training for Preservice Instructors of Chinese and Japanese
- Part VII Assessment
- References
- Index
Summary
Preservice native-speaking instructors of Chinese and Japanese must in a number of ways transform their thought and behavior as regards language and culture generally, and language learning and language teaching specifically. Issues typically requiring transformation include the US educational system and American classroom culture, the role of the teacher, the Act–Fact distinction, the primacy of spoken language, transcription systems, writing systems, culture, curriculum, and the concept of lifelong language learning. Activities that can serve as “disorienting dilemmas” include direct information, instructors’ language learning and study abroad experiences, and observation of and taking classes in familiar and unfamiliar languages taught by master teachers. Whether an individual instructor is willing or able to be transformed ultimately depends on the individual. However, if given the appropriate training and allowed sufficient time to reflect on their training experiences, the majority of preservice instructors are able to effect transformations in their thinking and behavior so that they are able, in turn, to transform their students.
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- Information
- Transformative Language Learning and Teaching , pp. 205 - 214Publisher: Cambridge University PressPrint publication year: 2021