"I Preferred to Take Another Activity from the Textbook": An Activity-Theoretical Study of Learning to Design Language Teaching Materials

Autor/inn/en	Carabantes, Luis; Paran, Amos
Titel	"I Preferred to Take Another Activity from the Textbook": An Activity-Theoretical Study of Learning to Design Language Teaching Materials
Quelle	In: Modern Language Journal, 106 (2022) 4, S.659-674 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carabantes, Luis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12803
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Teacher Educators; Teaching Methods; Practicums; Language Teachers; Teacher Education Programs; Preservice Teachers; Learning Theories; Instructional Materials; Material Development; Foreign Countries; Student Attitudes; Teacher Attitudes; Cooperating Teachers; Mentors; Textbooks; Teacher Role; Chile + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Practicum; Praktikum; Praktika; Language teacher; Sprachunterricht; Learning theory; Lerntheorie; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrmaterialentwicklung; Ausland; Schülerverhalten; Lehrerverhalten; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Textbook; Text book; Schulbuch; Lehrbuch; Lehrerrolle
Abstract	Using activity theory, an offshoot of sociocultural theory, we examined how a group of preservice teachers (PSTs) of English in Chile learnt to design language teaching materials. Data from PSTs, teacher educators, and mentoring teachers shows how the conceptual tool of "teaching English as teaching the textbook" is appropriated by a group of PSTs and how their development of teacher agency is undermined by textbooks during their practicum--as well as showing the influential role of mentoring teachers and teacher educators in the appropriation of this conceptual tool. The study discusses the implications of how textbooks are used for English-as-a-foreign-language teacher education. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01