Motivating Teachers of Additional Language by Design: The Use of Reflection in the Development and Design of an Additional Language Teacher Education Paper
One of the main sources of motivation in the language learning classroom (as in any classroom) is the teacher (Dornyei, 2001) so how we best prepare teachers for teaching additional languages is important. The recent introduction into the New Zealand Curriculum of the Learning Languages learning area (Ministry of Education, 2007) has led to a need to ensure that primary Initial Teacher Education (ITE) programmes include the opportunity for teaching students to have access to Additional Language Teacher Education (ALTE) an area which has been described, discussed and debated in recent years (e.g. Crandall, 2000; Freeman and Johnson, 2005; Tarone and Allwright, 2005) This paper describes the development and final form of a language teacher education paper in a New Zealand university based primary ITE programme which uses reflective journaling (e.g. Brookfield, 1995; Pavlovich, 2007) to ensure that the lecturer's and the students' prior teaching and learning experiences (Johnson, 2006) are explored and integrated into the final form of the paper.