Transformative L2 Teacher Education Innovations features empirical research studies informed by Vygotskian Sociocultural Theory (VSCT) that are explicitly and intentionally designed to transform second language (L2) teacher reasoning and thinking, as well as L2 teaching practices and pedagogical choices

Karen E. Johnson is Kirby Professor of Language Learning and Applied Linguistics at The Pennsylvania State University, USA.

Paula R. Golombek is Clinical Professor of Linguistics at The University of Florida, USA.

Jacob Rieker is Assistant Research Professor in English for Specific Purposes and English as a Medium of Instruction at The Pennsylvania State University, USA.

List of Contributors

Foreword

Acknowledgements
Notes on Transcriptions

Chapter 1

Vygotskian Sociocultural Theory and Transformative Second Language Teacher Education

Chapter 2

Novice Language Teacher Conceptual Development through Concept-Based Language Instruction: Empowering Novices for Novel Contexts

Chapter 3

Tiny Talks as an Intentional Mediational Space: 'Listening' to How Novice Language Teachers Think/Feel Together

Chapter 4

"I had a different approach to teaching than I do now": Provoking shifts in novice language teacher instructional stance with Vygotskian praxis-oriented pedagogy and concept-based language instruction

Chapter 5

Impacting Teacher Candidates' Language Ideologies in a Grammar Course: The Role of Scientific Concepts

Chapter 6

The Co-construction of Cyclical Dialogic Interactions during the Initial Teaching Experience: An Innovative Initiative in Brazilian EFL Teacher Education

Chapter 7

Sites of Transformative Potential: Intentionality and Impacts of Vygotskian Sociocultural Theory-informed Language Teacher Education Practices

Chapter 8

A Mixed Method Study of a Critical Sociocultural Coaching Intervention:

Teacher and Student Outcomes

Chapter 9

Learning to Teach Language as Social Practice: Vygotskian Concept-based Professional Development for Community-based Adult ESL Volunteers

Chapter 10

Embracing Dialogic Feedback in Chilean EFL Teacher Education: A Self-Study of Teacher Educator Practices

Chapter 11
L2 Teacher Educators as Creators of EMI Faculty Development: How Imagination Makes Pedagogical Innovation Possible