"Batting the Piñata and Swallowing Camels": Teachers Learn to PBLA in the Absence of Dialogic Interaction

Autor/in	Desyatova, Yuliya
Titel	"Batting the Piñata and Swallowing Camels": Teachers Learn to PBLA in the Absence of Dialogic Interaction
Quelle	In: TESL Canada Journal, 35 (2018) 2, S.51-77 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Faculty Development; Portfolios (Background Materials); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Education; Instructional Materials; Adult Education; Teacher Attitudes; Sociocultural Patterns; Teaching Experience; Evaluation Methods; Foreign Countries; Language Proficiency; Immigrants; Learning Theories; Adult Students; Student Evaluation; Canada + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Lehrerverhalten; Soziokulturelle Theorie; Ausland; Language skill; Language skills; Sprachkompetenz; Immigrant; Immigrantin; Immigranten; Learning theory; Lerntheorie; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Schulnote; Studentische Bewertung; Kanada
Abstract	This article analyzes teacher professional development (PD) mandated by the implementation of portfolio-based language assessment (PBLA) in government-funded adult language learning programs in Canada. Through the lens of conceptualizations of teacher learning (TL), the study examined PBLA teacher-training materials, 247 teacher surveys, and participant interviews pertaining to two contrasting cases. The analysis of teacher experiences in PBLA PD revealed limited theoretical and empirical connections to recent developments in second language teacher education (SLTE). While current SLTE research emphasizes self-directed TL, the PBLA train-the-trainer model demonstrates top-down knowledge transmission with a potentially undermining evaluative component. The hierarchical transmission of knowledge created for teachers without opportunities for knowledge building by teachers contradicts current understandings of TL as a complex sociocultural activity. Limited effectiveness of PBLA as a TL experience may be further diminished by its potential use for punitive surveillance, as demonstrated in the extreme case analysis. As a result of this study, Richards and Farrell's conceptualizations of TL were complemented with an additional perspective informed by sociocultural theory--TL as dialogic interaction. The disconnect of PBLA vision and practice from current SLTE requires further research and attention from policymakers. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01