第九届全国外语教师教育与发展学术研讨会5号通知

第九届全国外语教师教育与发展学术研讨会

5号通知

2021年11月13-14日

李克强总理在2021年度《政府工作报告》中指出：发展更加公平、更高质量的教育。百年大计，教育为本；教育大计，教师为本。随着我国教育迈入新阶段，外语教师教育与发展面临诸多新机遇与新挑战。如何把握机遇、迎接挑战？中国英汉语比较研究会外语教师教育与发展专业委员会决定召开“第九届全国外语教师教育与发展学术研讨会”。本次会议由华中师范大学承办，外语教学与研究出版社、上海外语教育出版社协办。

由于受疫情影响，原定在武汉召开的“第九届全国外语教师教育与发展学术研讨会”全部改为线上直播的方式进行：大会开幕式、主旨发言、特色发言以及闭幕式将采用腾讯特邀会议的方式，仅限特邀嘉宾以及缴费参会人员观看直播。其他未缴费参会者可通过腾讯会议号登录观看除上述特邀会议以外的各分会场会议直播。直播时间段内，参会者可以在问答区进行互动活动。大会时间仍为2021年11月13-14日。

“全国外语教师教育与发展学术研讨会”于2005年首次举办，该学术研讨会（单年）与专题研讨会（双年）已成为本领域影响力最大的学术交流平台之一，吸引了越来越多外语教育界人士投身教师教育与发展学术研究与实践探索。本次会议邀请本领域国内外知名专家做大会主旨报告和特色发言，并将通过专题研讨、团队展示、教学工作坊、分组发言等形式展现新锐鲜活的研究成果。我们热忱欢迎高等教育和基础教育领域的外语教师、教学研究者和管理者、研究生等相聚云端，共议教师发展，共享学术盛宴！

会议主题

新时代中国外语教师教育与发展本土化研究

分议题(聚焦但不限于)

1. 后疫情教学模式与教师教育与发展

2. 教师认知与情感

3. 教师能动性与创新

4. 教师课堂话语研究

5. 外语教师信息化素养

6. 教师专业发展支持体系

7. 外语教师发展与学生发展

8. 课程思政和新文科建设与教师发展

9. 国家语言政策与教师教育规划

10. 教师教育质量管理与标准

会议总日程

主旨发言人简介及发言摘要

Karen E. Johnson

Karen E. Johnson is Kirby Professor of Language Learning and Applied Linguistics at The Pennsylvania State University. Her research focuses on a sociocultural theoretical perspective on second language teacher education, the dynamics of communication in second language classrooms, and narrative inquiry as professional development. Her research has appeared most recently in The Modern Language Journal, TESOL Quarterly, Language Teaching Research, and Language and Sociocultural Theory. She is the author of Second Language Teacher Education (Routledge, 2009), co-editor of Research on Second Language Teacher Education (Routledge, 2011) and co-author of Mindful L2 Teacher Education (Routledge, 2016). In the MA TESL and the Ph.D. in Applied Linguistics degree programs, she teaches courses in Teaching English as a Second Language, Communication in Second Language Classrooms, Sociocultural Theory and Second Language Learning, and Theory and Research in Language Teacher Education. From 2002 to 2014 she served as co-director of the Center for Advanced Language Proficiency Education and Research (CALPER), one of 15 National Foreign Language Resource Centers funded by the US Department of Education for the purpose of establishing, strengthening, and operating national foreign language resource and training centers to improve the teaching and learning of foreign languages.

Praxis-Oriented Pedagogy and the Development of L2 Novice Teacher Expertise

Karen E. Johnson

The Pennsylvania State University, USA

While decades of L2 teacher cognition research has critically examined what L2 teachers know, believe, and think (Borg, 2006), limited progress has been made in addressing fundamental questions about the developmental trajectory of L2 teacher/teaching expertise. In their introductory article for The Modern Language Journal special issue on L2 teacher cognition, Kubanyiova and Feryok (2015) maintain that “what constitutes the meaningful and worthwhile impact of teacher education is far from resolved” (p. 436). This plenary traces a cohort of three novice ESL teachers over a two-year period as they move through a series of three praxis-oriented courses in an MA TESL program. Praxis-oriented pedagogy, the practices teacher educators create and enact in these courses and with the novice teachers, is systematically and intentionally informed by Vygotskian sociocultural theory and sociocultural theory informs how the novice teachers’ engagement in these practices is understood. Thus, praxis-oriented pedagogy represents an educational intervention that reflects the dialectical principle that changes in social activities affect cognitive development, or more concretely, how appropriately designed language teacher education practices can change the way language teachers think about and enact language teaching. As Lantolf and Poehner (2014) state succinctly of Vygotsky’s commitment to ‘praxis’: “a theory is no longer an instrument for observing the object of study, it is, instead, the instrument for changing the object of study” (p. 37).

I will present a micro-genetic analysis of the three novice teachers’ engagement in their initial learning-to-teach experience, in their tutoring internship, and in their 15-week practicum. During their first semester, video, audio, and reflective data from an extended team-teaching project capture how the three novice teachers, as a team, planned for, practiced, re-planned, taught, and reflected on teaching an actual 75-minute ESL lesson. The quality and character of the mediation provided by the teacher educator and how that mediation is taken up by the novice teachers is examined. During the second semester, the novice teachers engaged in intensive weekly reflective writing produced in a mentored tutoring internship capturing both evidence of changes in their understanding (cognition and orientation) and in responsive engagement (practice and affect) in their tutoring activities. During the final semester of the program, the novice teachers participated in a 15-week mentored practicum and wrote weekly reflective journals in which they were asked to recall, reflect, and re-imagine their instructional experiences. Additionally, their teaching activity was video recorded on three occasions and reflected on with the practicum supervisor.

The findings of this longitudinal study illustrate how praxis-oriented teacher education pedagogy contributed to crucial intersections of theory and practice, where professional, intentional, and reasoned activity is modeled, enacted and explored. The findings also document evidence of shifts in the novice teachers’ instructional stance (i.e., from teacher-centered to student-oriented) and re-imagined identities (i.e., learner vs. teacher) as developing language teachers. 

The findings empirically document how engagement in these practices facilitated the novice teachers’ emerging abilities to create and enact meaningful learning environments for their L2 students. Overall, this plenary offers language teacher educators rich descriptions of the developmental trajectory of novice L2 teacher/teaching expertise and how it can be informed by engagement in praxis-oriented L2 teacher education.

闫春梅 

英国爱丁堡大学教育学博士，教授，博士生导师；华中师范大学外国语学院外语教师教育研究中心主任及农村外语教育研究中心副主任；中国英汉语比较研究会外语教师教育与发展专业委员会常务理事；英国期刊Educational Action Research国际咨询委员会成员, 近20个国际期刊审稿人, “荆楚名师”专家委员会委员。主要研究方向为外语教师教育与发展、教育行政与管理、外语教育课程与教学。长期坚持英文学术发表。

Promoting Systemic Initiatives to Develop

Practice-based Research Competence of EFL Teacher Educators

闫春梅

华中师范大学

Teacher research is globally regarded as important for teachers to inquire into their classroom teaching to improve the quality of students’ learning. To promote pre- and in-service teachers’ research requires teacher educators’ research competence. This presentation reports the initiatives which have been underway over the last few years in CCNU to cultivate EFL teacher educators’ research awareness and competence. The various activities, including participation in academic lectures, conferences, academic salons, collaborative research projects, collaborative research mentoring were found to have made some positive impacts on the participating teacher educators’ research attitude and level of engagement. However, the overall research competence and productivity remain low. Data from questionnaires, interviews and longitudinal observations reveal that individual teacher educators’ previous limited research experiences and competence, the absence of ongoing academic training and support in their careers, and the high-stakes institutional and personal research evaluation systems have led to the slow progress. There is an urgent need to cultivate healthy research environments at the meso- and macro- levels in order to promote ongoing systemic initiatives for practice-based research competence development of EFL teacher educators. 

徐锦芬 

华中科技大学二级教授，博导，博士后合作导师，国务院政府特殊津贴专家，中国二语习得研究专业委员会副会长，全国外语教师教育与发展委员会常务理事，全国英语写作教学与研究专业委员会常务理事。SSCI一区期刊System和Language Teaching Research编委。主要研究方向为外语教育、二语习得、教师发展。

教材编写共同体：外语教师专业发展有效途径

徐锦芬

华中科技大学 

教师的专业素养是决定教学质量的关键要素，而师资队伍建设需要有效的教师专业发展途径。本研究以我国几所高校外语教师形成的教材编写共同体为案例，采用社会文化理论视角下的活动理论来阐释教材编写活动系统内各要素之间的关联和互动，探索教材编写共同体对教师专业发展的影响作用。通过收集和分析访谈、教材选材依据以及教材编写者的反思、会议备忘和修改反馈记录等定性数据，发现通过赋权教师参与教材设计与编写，共同体所产生的共享规范和价值、反思性对话和交流协作激励教师在课程资源开发中发挥能动性，促进了教师教学理论知识、教学技术能力和教学反思能力的提升，深化了教师职业情感和发展意识，研究证明教材编写共同体是促成教师专业发展的有效途径。该教材编写共同体的实践经验和成果有助于加深对新时代外语教师实践性知识的认识，并为教师自主专业发展和教师发展项目的设计和实施提供启示。

Maggie Kubanyiova

Professor Maggie Kubanyiova is Chair of Language Education at the University of Leeds where she is Director of the Centre for Language Education Research. Her research interests cut across linguistics, education, philosophy and arts. She has brought this interdisciplinary perspective to inform her research on a range of themes in language education, including: language teachers’ development in multilingual settings, language learning opportunities in classroom talk, ethical dimension of multilingual interaction, moral and political dimensions of language teacher identity, and research ethics. Her co-edited special issue of the Modern Language Journal (with Anne Feryok; 2015) forges new pathways in the language teacher cognition research, her book Teacher Development in Action (Palgrave, 2016) proposes a new theoretical framework for understanding language teachers’ change and her Motivating Learners, Motivating Teachers: Building Vision in the Language Classroom (Cambridge University Press, 2014; co-written with Zoltán Dörnyei) was highly commended for the HRH Duke of Edinburgh Award. She is currently leading an Arts and Humanities Research Council project which examines ways in which people of diverse worldviews, backgrounds and future visions engage with their difference. 

Language Teacher Motivation as the Desire to Make a Difference: Lessons for Teacher Education in the Post-pandemic World

Maggie Kubanyiova

Leeds University

If there ever was a need for a deep and nuanced probe into the purposes and practices of language teacher education in ‘an age of ambiguity’ (Kubanyiova, 2020), the global pandemic has amplified this imperative. As language teachers, physically isolated from their colleagues and established support structures, have been required to separate themselves from their students while still attending to their diverse and complex needs, the core notions of language, language learning and language teaching have demanded renewed scrutiny. My talk will assess these latest insights in relation to how we understand language teacher motivation and what this might mean for the practices of teacher education. My reflection is guided by two interdisciplinary moves: 1) an anthropological sensibility with its focus on our capacity to enter into an imaginative universe of the other (Geertz, 2000) and 2) relational ethics which emphasises human’s unique responsibility for the other (Levinas, 1998). Reflecting on data-based vignettes from diverse contexts of language learners’ and teachers’ lives, I explore the promise of these perspectives for language teacher education in the post-pandemic world.  

王蔷  

北京师范大学外文学院外语教育与教师教育研究所所长、教授、博士生导师。教育部义务教育和普通高中英语课程标准研制组核心专家、修订组组长；中国英汉语比较研究会外语教师教育与发展展业委员会主任。主要从事语言学习理论、英语教学法、英语教师教育与发展研究、中小学生英语阅读素养发展研究、行动研究等的方面的教学与研究工作。承担国家及省部级课题、横向课题和校级课程改革课题多项，在国内外学术刊物上发表相关论文百余篇。

核心素养—中小学英语教师专业发展的

新动力、新思考和新实践

王蔷

北京师范大学

自2001年起持续20年的基础教育课程改革使外语课程首先从训练知识和技能的时代迈入了培养综合语言运用能力的时代，实现了从1.0版 向2.0版的转变，培养学生的综合语言运用能力、情感态度和终身学习能力受到广泛关注。近两年，伴随核心素养、立德树人和学科育人理念的提出，课程改革从综合语言运用能力再次迈入了核心素养时代，实现了从2.0版到3.0版的飞跃。中小学英语教师专业学习也随之迈上了新台阶。高中和义务教育英语课程标准的修订为落实立德树人根本任务、培养学生的核心素养，继而推动英语教师专业新发展注入了新的动力、新的思考和新的实践。本专题在梳理近年基础教育课程改革的重要理念和实践经验的基础上，探讨英语学科核心素养、语篇研读、英语学习活动观、大观念、以及深度学习等概念的提出，为深化课程改革、推动中小学英语教师专业发展带来的新变化，这些新的变化为建设具有中国特色中小学英语课程体系做出了重要贡献。

特色发言人简介及发言摘要

王俊菊 

山东大学特聘教授，外国语学院党委书记、院长、博士生导师。主要从事应用英语语言学领域的研究，研究兴趣包括二语写作、外语教育、外语教师发展等。兼任教育部高等学校英语专业教学指导分委员会委员、山东省通用外国语种类专业教学指导委员会主任委员、中国英汉语比较研究会写作教学与研究专业委员会会长、外语教师教育与发展专业委员会副会长、山东省国外语言学学会会长等职。主持国家社科重点等项目10余项，出版著作和教材20余部，发表学术论文70余篇，获“国家教学名师”“享受国务院政府特殊津贴专家”“教育部新世纪优秀人才”“山东省教学名师”“山东省有突出贡献的中青年专家”“宝钢全国优秀教师”“山东省教书育人楷模”等荣誉称号。

复杂理论视阈下对外汉语教师多元身份研究

王俊菊

山东大学外国语学院

本研究在复杂理论观照下从维度、层次、要素和特性等方面系统挖掘了对外汉语教师的多元身份结构。经过三轮考察，借助扎根理论分析，发现其身份构成的多面性和多元特征，展现出全人培育者、技能培训者、语言文化专家、国际胸怀教师等12种角色身份，对应德、技、知、意等四种特性，研究揭示了对外汉语教师身份结构关联、多元的复杂性特征，拓展了身份结构理论在具体文化语境和学科情境的知识边界，印证了复杂理论的现实适切性和理论解释力，为对外汉语教师发展和研究提供了借鉴。

战菊 

美国田纳西大学教育学院博士（PhD）。现任吉林大学公共外语教育学院教授、博士生导师。2012年度宝钢全国优秀教师。主要研究方向为应用语言学（二语写作、教师发展、课程设置）。在国内外学术期刊发表论文40余篇（含合作文章）。主持并完成国家社科项目一项、省部级项目10余项，在研国家语委项目一项。2013年起兼任全国英语写作教学与研究专业委员会副会长和全国外语教师教育与发展专业委员会副主任。曾任吉林大学公共外语教育学院院长。

高校英语教师学术发展的追踪研究：

信念、实践与未来

战 菊

吉林大学

随着教育改革的不断推进，外语教师的专业发展越来越受到关注。本研究追踪某高校10位大学英语教师的学术发展历程。学术发展特指其研究的能力，包括申报项目、发表论文以及参与其它学术活动。10位研究对象都是本科或硕士毕业后从事大学英语教学工作至今，并活跃在教学和科研一线。他们毕业和从教的时间不同，先后跨度为20年。研究以他们的硕士论文为切入点，追溯其学术发表、学术研修和提升的发展轨迹、路径和心路历程。深度访谈挖掘了影响其学术发展的内外因素，探究他们撰写论文时的社会、文化和教育背景对其论文写作的影响和目前他们对其学术发展的认识、实践和规划。

张金秀 

北京教育学院外语与国际教育学院院长，教授，硕士生导师。长期从事中小学英语教育教学研究、中小学英语教师专业发展研究与教学工作，担任教育部“国培计划”示范性项目英语教师培训者培训项目首席专家、北京市卓越教师工作室主持人等多个项目的首席专家。著有《以学习为中心的中学英语课堂教学》等专著，在《课程教材教法》、《中小学外语教学》等核心期刊发表学术论文50余篇，其中多篇论文被《人大报刊复印资料》全文转载。

卓越教师的课程领导力和其发展路径

张金秀

北京教育学院外语学院

教师即课程，作为教师专业发展连续体的最远端，卓越教师拥有着高度情意化、情境化、可迁移推广的课程领导力，但当前学界对中国英语卓越教师课程领导力界定和内涵的研究尚显不够。本研究以北京市三名英语卓越教师为研究个案，通过扎根研究的质性研究方法归纳和提炼英语卓越教师的课程领导力，具体包括情感联接能力、课程转化能力、知识整合能力、团队引领能力等。情感联接能力是指卓越教师和不同特点的教师及学生自然顺畅建立亲密关系的能力，课程转化能力是指卓越教师将国家课程转化为校本课程的能力，知识整合能力是指卓越教师整合知识创新教学和研究的能力，团队引领能力是指卓越教师引领团队形成高水平学习共同体的能力。同时，本研究还基于研究者多年主持卓越教师工作室的实践经验提出能够促进卓越教师课程领导力发展的有效路径。

张莲 

北京外国语大学英语学院教授，博士生导师，副院长；教育部外国语言文学类专业教学指导委员会副秘书长，中国英汉语比较研究会外语教师教育与发展专业委员会副主任；国际应用语言学学会（AILA）ReN委员会国际委员；研究方向为应用语言学，重点关注教师认知与发展、课堂话语分析和二语写作。

A Complex Dynamic Systems Theory Approach towards School EFL Teachers’ Learning

Zhang Lian, Du Xiaoshuang

Beijing Foreign Studies University

The effectiveness of in-service teacher learning remains a key topic of teacher professional development. Taking the Complex Dynamic Systems Theory approach, this study examined two school EFL teachers’ learning while they participated in doing a collaborative action research. It is a longitudinal case study. Results showed that in the process of doing the research the participant teachers’ learning systems experienced several perturbations and thereafter adjustments and realignments, showing a potential, qualitative change; however, disparate developmental trajectories were identified, with one’s system being pushed out of the equilibrium while the other’s system restoring new order from disequilibrium. The study also found that perturbations served as the catalyst to teachers’ cognitive change and emerging opportunities for teacher learning and change were shaped by the interactions and combinations of components within the teachers’ learning system and the different levels of the environment. In addition, the study drew attention to teachers’ agentive role in teacher learning, as teacher’s identity and motivation were part of the system dynamics and strongly interacted with teachers’ cognitive change. Implications are discussed regarding in-service school EFL teachers’ professional development in China. 

参会费用与参会通道

会务费800元，全日制研究生400元（凭有效证件），缴费截止时间为2021年11月12日。参会代表凭缴费凭证获取腾讯特邀会议直播链接。

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杨倩 18270851149；

缴费、发票、会议号获取：

季苏鹤 13697356741；

彭皓月 15927008985；

酒店与会务：

熊小青 15377088375

中国英汉语比较研究会外语教师教育与发展

专业委员会

华中师范大学外国语学院

2021年11月7日