上财外语明思讲坛 第13讲|Teacher Languaging in Multilingual Classrooms

讲座简介

Language teachers’ language use in the classroom or languaging practice is a socio-pedagogical activity that often reflects their educational histories, personal beliefs, and instructional contexts and impacts how and what students learn. Based on three studies on teacher languaging practices in multilingual classrooms conducted in three countries, in this presentation, I showcase diverse patterns in second and foreign language teachers’ languaging practices including their decisions on target language and translanguaging use, and illustrate how factors such as teacher ideological orientations, pedagogical approaches, and programmatic contexts and policies mediate teacher languaging practices and their impact on student learning outcomes. I conclude with practical implications for teacher professional development and theoretical and methodological suggestions for research on teacher languaging.

主讲人简介

Dr. Guofang Li is a Professor and Tier 1 Canada Research Chair in Transnational/Global Perspectives of Language and Literacy Education of Children and Youth in the Department of Language and Literacy Education, University of British Columbia, Canada. Her program of research focuses on bilingualism and biliteracy development, pre- and in-service teacher education, and current language and educational policy and practice in globalized contexts. Li has published 14 books and over 200 journal articles and book chapters in English and Chinese, and presented over 200 papers worldwide. Her work and contribution has been recognized by numerous national and international awards including the 2016 Mid-Career Award from the Second Language Research Special Interest Group (SIG), American Educational Research Association (AERA), the 2013 and 2006 Ed Fry Book Award of the Literary Research Association (LRA), the 2010 AERA Early Career Award, and the 2008 Social Context of Education Division Early Career Award of AERA. Her recent books include Superdiversity and Teacher Education (2021 with Routledge), Languages, Identities, Power and Cross-Cultural Pedagogies in Transnational Literacy Education (2019, Shanghai Foreign Language Education Press), and Educating Chinese-Heritage Students in the Global-Local Nexus: Identities, Challenges, and Opportunities (2017, Routledge). Li is co-editor of Journal of Literacy Research and serves as an editorial board member and reviewer of many key language and literacy journals such as Reading Research Quarterly, Research into Teaching of English, TESOL Quarterly, Journal of Adolescent and Adult Literacy, Bilingual Education Journal, and Language Arts; and other general education journals such as American Educational Research Journal, Journal of Teacher Education, Journal of Teaching and Teacher Education, Early Childhood Literacy Quarterly, and Canadian Journal of Education.

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