Exploring The Impact of an Intensive Summer Institute on LCTL Teachers’ Beliefs About Teaching Foreign Languages Retno Hendryanti 29 th SLED Symposium Indiana University, Bloomington

Context of the study Impact studies in L2 pre-service teacher education (Borg, 2005; Cabaroglu and Roberts, 2000; Urmston, 2003) Impact studies in L2 in-service teacher education (Borg, 2011; Freeman, 1993) STARTALK-related LCTL teacher training programs (Haley & Alsweel, 2012; Ferro, 2014) To what extent did an intensive TT program impact pre- and in- service LCTL teachers’ pedagogical beliefs and practices?

Research questions 1.What were the teachers’ pedagogical beliefs and practices in FL teaching and learning prior to attending the TT program? 2.In what ways, if any, did the teachers’ pedagogical beliefs and practices change during the training program? 3.How do the teacher participants’ current pedagogical beliefs and practices relate to the beliefs they constructed prior to and during the training program?

Key concepts  Teachers’ beliefs: “propositions about students, classrooms, and the academic material to be taught” (Kagan, 1992) that “a teacher considers to be true and which are often tacit, have a strong evaluative and affective component, provide a basis for action, and are resistant to change” (Borg, 2011)  Knowledge: “factual proposition and understanding” (Calderhead, 1996)

Conceptual Framework  Sociocultural theory in L2 teacher education (Johnson, 2009)  Borg’s (2006) model of teacher cognition research

Sites of the study 1.STARTALK’s TT program(a Midwestern University, Summer 2012 & 2013)  Part of STARTALK grant project funded by NSA  Trained 24 pre-service and in-service LCTL teachers  Using collaborative teaching with young learners (ages 6-14) at community centers (e.g. YMCA, Girls Inc., summer camps, etc.)  Languages taught: Arabic, Chinese, and Turkish  Unique Challenges: setting, ages, unstructured, informal environments, wide disparities in socioeconomic backgrounds 2.Four LCTL classes at K-12 schools  Chinese for K-3 at a charter school, Texas  Chinese for grade at a private HS and after-school Chinese program, Ohio  Chinese for grade at a public HS, Oklahoma  Chinese for Public Middle School, Indiana

The STARTALK Summer Institute & 2013 Reading Reflections Discussions 1. Online Workshops Assignments Teaching Practicums Multiple reflections 2. Residential Community Advocacy Plan A year-long updates 3. Post Institute

Residential-Reflective Cycle 1. Experienced + Novice team Lesson Planning 2. Actual Co-teaching 3. Debrief with peer 4. Individual written reflection + Instructor Feedback 5. Application for further teaching

Participants (N=7)

Data collection

Preliminary Findings

Pedagogical knowledge – During training (162 coded excerpts, 42 codes, Teacher A & Teacher B

Pedagogical beliefs – During training (Teacher A & Teacher B, 25 excerpts, 11 codes)

Progress on quality of reflections – During training

Instructors’ feedback – During training

Pedagogical knowledge – Pre training (Teacher A & Teacher B, 16 excerpts, 32 codes)

Pedagogical beliefs – Pre training (Teacher A & Teacher B, 11 excerpts 15 codes)