The language teacher’s development

This paper provides a commentary on recent contributions to the subject of teacher development and growth, focusing particularly on our understanding of some of the processes and tools that have been identified as instrumental and supportive in teacher development. Implicit in the notions of ‘reflective practice’, ‘exploratory teaching’, and ‘practitioner inquiry’ is the view that teachers develop by studying their own practice, collecting data and using reflective processes as the basis for evaluation and change. Such processes have a reflexive relationship with the construction of teacher knowledge and beliefs. Collaborative and co-operative processes can help sustain individual reflection and development

Opening the insider's eye: starting action research

This paper discusses the topic of getting started on a process of action research (AR). I hope that the paper encourages a few teachers to begin classroom investigations, because it is important for the TESOL and TEFL profession that we have more teacher-researchers. Only if we establish action research as a more attractive aspect of teaching can we avoid the almost complete separation between research on the one hand and practice on the other (Wallace 1991, p. 10). This gap between theory and practice has understandably caused a negative attitude towards theory among teachers. Essentially this rift has been caused by the predominance of the objective outsider in TESOL research. Action research offers the possibility of TESOL teachers providing an insider's view of the teaching process

Hydraulophone design considerations : absement, displacement, and velocity-sensitive music keyboard in which each key is a water jet

We present a musical keyboard that is not only velocity-sensitive, but in fact responds to absement (presement), displacement (placement), velocity, acceleration, jerk, jounce, etc. (i.e. to all the derivatives, as well as the integral, of displacement). Moreover, unlike a piano keyboard in which the keys reach a point of maximal displacement, our keys are essentially infinite in length, and thus never reach an end to their key travel. Our infinite length keys are achieved by using water jet streams that continue to flow past the fingers of a person playing the instrument. The instrument takes the form of a pipe with a row of holes, in which water flows out of each hole, while a user is invited to play the instrument by interfering with the flow of water coming out of the holes. The instrument resembles a large flute, but, unlike a flute, there is no complicated fingering pattern. Instead, each hole (each water jet) corresponds to one note (as with a piano or pipe organ). Therefore, unlike a flute, chords can be played by blocking more than one water jet hole at the same time. Because each note corresponds to only one hole, different fingers of the musician can be inserted into, onto, around, or near several of the instrument’s many water jet holes, in a variety of different ways, resulting in an ability to independently control the way in which each note in a chord sounds. Thus the hydraulophone combines the intricate embouchure control of woodwind instruments with the polyphony of keyboard instruments. Various forms of our instrument include totally acoustic, totally electronic, as well as hybrid instruments that are acoustic but also include an interface to a multimedia computer to produce a mixture of sounds that are produced by the acoustic properties of water screeching through orific plates, as well as synthesized sounds

Humanistic Computing: WearComp as a New Framework and Application for Intelligent Signal Processing

Humanistic computing is proposed as a new signal processing framework in which the processing apparatus is inextricably intertwined with the natural capabilities of our human body and mind. Rather than trying to emulate human intelligence, humanistic computing recognizes that the human brain is perhaps the best neural network of its kind, and that there are many new signal processing applications (within the domain of personal technologies) that can make use of this excellent but often overlooked processor. The emphasis of this paper is on personal imaging applications of humanistic computing, to take a first step toward an intelligent wearable camera system that can allow us to effortlessly capture our day-to-day experiences, help us remember and see better, provide us with personal safety through crime reduction, and facilitate new forms of communication through collective connected humanistic computing. The author’s wearable signal processing hardware, which began as a cumbersome backpackbased photographic apparatus of the 1970’s and evolved into a clothing-based apparatus in the early 1980’s, currently provides the computational power of a UNIX workstation concealed within ordinary-looking eyeglasses and clothing. Thus it may be worn continuously during all facets of ordinary day-to-day living, so that, through long-term adaptation, it begins to function as a true extension of the mind and body

Reflecting in and on post-observation feedback in initial teacher training on certificate courses

This article examines evidence from two studies that concern the nature of post-observation feedback in certificate courses for teaching English to speakers of other languages. It uncovers the main characteristics of these meetings and asks whether there is evidence of reflection in these contexts. In considering reasons why making space for reflection is potentially difficult, the paper also examines the relationship and the role of assessment criteria and how these may impact on opportunities for reflection. The final part of the paper considers how a more reflective approach could be promoted in feedback conferences

Automatic Mapping of NES Games with Mappy

Game maps are useful for human players, general-game-playing agents, and data-driven procedural content generation. These maps are generally made by hand-assembling manually-created screenshots of game levels. Besides being tedious and error-prone, this approach requires additional effort for each new game and level to be mapped. The results can still be hard for humans or computational systems to make use of, privileging visual appearance over semantic information. We describe a software system, Mappy, that produces a good approximation of a linked map of rooms given a Nintendo Entertainment System game program and a sequence of button inputs exploring its world. In addition to visual maps, Mappy outputs grids of tiles (and how they change over time), positions of non-tile objects, clusters of similar rooms that might in fact be the same room, and a set of links between these rooms. We believe this is a necessary step towards developing larger corpora of high-quality semantically-annotated maps for PCG via machine learning and other applications.Comment: 9 pages, 7 figures. Appearing at Procedural Content Generation Workshop 201

The development of discourse in a discourse of development:a case study of a group constructing a new discourse.

This thesis is a qualitative case study drawing on discourse analysis and ethnographic traditions. The aim of the study is to provide a description of the discourse consciously constructed by a group of six TESOL professionals in the interests of their own development. Once a week, the group met for one hour and took turns to act as 'Speaker'. The other five individuals acted as Understanders. The extra space given to the Speaker allowed a fuller articulation of a problem or focus than would normally be possible in other professional talk. The Understanders contributed moves to support this articulation. The description covers a two-year period (1998-2000) of this constructed discourse. Data, collected during this period, are drawn from several different sources: recordings, interviews, diaries and critical incident journals. The main recordings are of the actual Group Development Meetings (GDMs). Discussion of six transcribed GDMs demonstrates which discourse choices and decisions were important. In particular, the study looks at the key role played by 'Reflection' in this process. It is argued that Reflection is the key element in supporting the Speaker. The analysis of Reflection, which is considered from four perspectives (values, purpose, form and outcomes) draws on data from the featured cases. Issues relating to the transfer to other groups of this discourse-based approach to professional development are considered

Promoting teacher–learner autonomy through and beyond initial language teacher education

With the growing international market for pre-experience MA in ELT/TESOL programmes, a key curriculum design issue is how to help students develop as learners of teaching through and beyond their formal academic studies. We report here on our attempts at the University of Warwick to address this issue, and consider wider implications for research and practice in initial language teacher education. At the Centre for Applied Linguistics at the University of Warwick, we run a suite of MA programmes for English language teaching professionals from around the world. Most of these courses are for students with prior teaching experience, but our MA in English Language Studies and Methods (ELSM) programme is designed for students with less than two years’ experience and, in fact, the majority enrol straight after completing their undergraduate studies in their home countries