Building on Our Strengths:
Second International Conference on Language Teacher Education

May 17-19, 2001
Radisson-Metrodome Hotel
Minneapolis, Minnesota, USA

Designed for practitioners and researchers involved in the preparation and ongoing professional development of language teachers, this conference addressed the education of teachers of all languages, at all instructional and institutional levels, and in all the many national and international contexts in which this takes place.

The contexts addressed included:

The conference goals were to:

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Conference Themes

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Keynote presentation:
Pam Grossman, In Search of Teacher Community

Theme I: The Knowledge Base of Language Teacher Education

A central issue in language teacher education is the question of what constitutes theknowledge base of language teaching and how it relates to the processes and content of teacher education. This theme will include research and perspectives on: teachers' knowledge and beliefs; teacher learning in formal and informal contexts; teachers' ways of knowing; teacher socialization; professional development; and the nature of disciplinary knowledge.

Presenation Summary:
Karen Johnson and Donald Freeman, "Towards Linking Teacher Knowledge And Student Learning"

Theme II: Social, Cultural, and Political Contexts of Language Teacher Education

Language teacher education takes place in multiple contexts and with diverse populations, where language, culture and identity are intricately bound together. These contexts are often impacted by actions taken by formal and informal decision-making bodies, which may or may not involve the participation of teacher educators. This theme will include critical and analytical perspectives on: institutions, communities and discourses within which teacher education practices are situated; language education policy and planning; power, status, and authority in language teacher education; diversity and equity in language teacher education, including issues of race, class, gender, sexual orientation, and language; the socially situated nature of language and learning; and issues related to policy, such as standards, legislative mandates, recruitment and retention, and advocacy by language teacher organizations.

Presenation Summary:
Elana Shohamy, "The Power of Tests over Teacher; The Power of Teachers over Tests"

Theme III: Collaborations in Language Teacher Education

A key element in teacher development is effective collaboration between those individuals and institutions preparing teachers and their professional counterparts currently engaged in language teaching and learning. This theme will examine: ways in which teahcer education recognizes the shared development of professionals; models or structures of collaboration that stress ongoing teacher development including mentoring and professional development schools; examples of and/or research on collaboration in which teacher development and research inform each other; and research, projects, or practices that recognize teacher expertise and the teacher voice as pivotal in addressing issues of language teaching and learning.

Presenation Summary:
Julian Edge, "Build It and They Will Come"

Theme IV: Processes of Language Teacher Education

The processes of language teacher education refer to the ways in which the knowledge base is conceptualized and operationalized in teacher preparation and professional development. This theme will examine program design; curriculum models; pedagogy; teacher assessment; organization of instruction; field experiences; observation/supervision; self-study of practice; and action research.

Presentation Summaries:

• Eileen Glisan, "Reconceptualizing Foreign Language Teacher Education in the US: Standards within a Professional Continuim"
• Nancy Cloud, "Innovative Professional Developments for Bilingual Teachers"
• Ann Snow, "TESOL MA Teacher Education Program"
• Tony Erben, A Sustainable Teacher Training Program through Immersion in Australia: Using Market Forces to Our Advantages