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George Washington University, Georgetown University, The Center for Applied Linguistics
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Preparing Language Teachers for the 21st Century:
Sixth International Conference on
Language Teacher Education

COMPLETE SCHEDULE | THURSDAY (PRECONFERENCE & OPENING) | FRIDAY AM| FRIDAY PM | SATURDAY AM | SATURDAY PM | OTHER INFO| CONFERENCE ROOM MAP

Plenary Schedule, LTE 2009
If you see a problem with your listing or the time assigned, please email us. lte@nclrc.org
Abbreviations: T= Thursday, May 28; F = Friday, May 29; S = Saturday, May 30

To return to the schedule of events for LTE 2009, see LTE Schedule

DAY ROOM SESSION BEGIN SESSION END Type Title Summary Name
T GB 5:00 PM 6:30 PM Plenary Second Language Teacher Education in Times of Change Second language teacher education (SLTE) is affected by two factors: a rethinking of its knowledge base and instructional practices as a response to changes in our understanding of the nature of teacher learning, as well as external pressures resulting from growing demand for language teachers world wide. These factors are examined and their implications discussed for theory and practice in SLTE. Jack Richards
F GB 9:15 AM 10:15 AM Plenary The Moral Lives of Teacher Educators The work of preparing language teachers is not a merely technical matter. It is best conceived as a complex task with profound moral dimensions. Johnston explores the moral landscape of language teacher education and the moral dilemmas that teacher educators face in their day-to-day encounters with students and others. Bill Johnston
F GB 2:00 PM 3:00 PM Plenary A Sociocultural Perspective on Language Teacher Education Johnson examines the epistemological underpinnings of a sociocultural perspective on human learning and addresses the enormous potential this perspective has to reorient how the field of Second Language Teacher Education understands and supports the professional development of L2 teachers. Karen Johnson
S GB 3:45 PM 5:00 PM Plenary Teacher Cognition and Communicative Language Teaching Understanding the relationship between teachers' beliefs and practices is an established theme in language teaching research. Borg examines this theme with specific reference to communicative language teaching (CLT). The findings of research into what teachers say and what they do in relation to CLT will be examined and the implications of this work for language teacher education discussed. Simon Borg
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