Threshold Concepts in Language Teacher Knowledge: Practice Versus Policy

• In Event: Roundtable Session 25
  In Roundtable Session: Contexts in Teaching

Abstract

This paper seeks to identify the core but troublesome knowledge and practices of language teaching and the conditions that facilitate the learning of these concepts over a teaching career. Within the framework of Threshold Concepts, a qualitative case study was conducted of practicing language teachers in two jurisdictions in Ireland, North and South. Findings suggests that practicing language teachers view the facilitation of authenticity of communication for language learners and the empowerment of learners to manage and develop their own learning as the key knowledge underlying effective language teaching. The concepts are expressed by teachers as a belief system which is deep-rooted but subject to mediation by local and policy contextual factors.

Authors

• Ann Devitt, Trinity College Dublin

• Eugene McKendry, Queen's University - Belfast