Abstract
The European Portfolio for Student Teachers of Languages (EPOSTL) is used with students undergoing an initial teacher education program at the Department of English Language and Literature at the Faculty of Philosophy in Sarajevo. The use of the EPOSTL tool in language teaching pedagogy courses is generally seen as a very positive measure in different European countries and different teaching and learning contexts (Newby, 2012). The tool supports the prospective teachers of foreign language in planning and assessing their own professional development by kee** a record of their teaching experiences provided for them as in-class simulations, in-class observations, or in-class and in-school practice teaching. This paper will discuss the general findings of the teaching reflection cycles implemented in the practice of teacher development. The paper will additionally reflect on some other examples of integrating reflective teaching into language education courses that comprise the teacher education curriculum. The research aims to support students in their future professional development by introducing the EPOSTL, and other reflective tasks for language learning, which did prove to be efficient tools in preparing student teachers to reflect on different aspects of language learning and teaching in a variety of different, challenging, and context-specific teaching situations and by adopting an enquiry stance towards everyday teaching and learning practice.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Brown, H. D. (2000). Principles of language learning and teaching. Longman.
Brown, P., & Levinson, S. C. (1987). Politeness: Some universals in language use. Cambridge University Press.
Common European framework of reference for languages: Learning, teaching, assessment: Companion volume (2020). Council of Europe.
Council of Europe. (2018). Reference framework of competences for democratic culture. Volume II. Descriptors of competences for democratic culture. Council of Europe Publishing.
Crandall, J. A. J. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34–55. https://doi.org/10.1017/s0267190500200032
Crow, M. L., & Nelson, L. P. (n.d.). The effects of using academic role-playing in a teacher education. Available at: https://ijrp.subcultures.nl/wp-content/uploads/2015/01/IJRP5_CrowNelson.pdf
Cunningham, F. M. (2001). Reflecting teaching practice in adult ESL settings. ERIC Digest, 1–7.
Fat’hi, J., & Behzadpour, F. (2011). Beyond method: The rise of reflective teaching. International Journal of English Linguistics, 1(2). https://doi.org/10.5539/ijel.v1n2p241
Goffman, E. (2013). Encounters: Two studies in the sociology of interaction. Martino Fine Books.
Hadžiomerović, A. (2018). Bosnian post-war transgenerational trauma and its impact on post-war born children. International University of Sarajevo.
Hatipoğlu, Ç. (2017). Linguistics courses in pre-service foreign language teacher training programs and knowledge about language. ELT Research Journal. Retrieved January 10, 2023, from https://dergipark.org.tr/en/pub/eltrj/issue/28779/307997
Hooks, B. (2022). Teaching to transgress: Education as the practice of freedom. DEV Publishers & Distributors.
Huang, L.-S. (2021). Improving learner reflection for TESOL: Pedagogical strategies to support reflective learning. Routledge.
Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1).
Komšić, I., et al. (2010). Spomenica 60. godišnice Filozofskog fakulteta u Sarajevu. Filozofski fakultet.
Korthagen, F., & Nuijten, E. (2022). The power of reflection in teacher education and professional development strategies for in-depth teacher learning. Taylor & Francis Group.
Kumaravadivelu, B. (1994). The postmethod condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, 28(1), 27. https://doi.org/10.2307/3587197
Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537. https://doi.org/10.2307/3588427
Kumaravadivelu, B. (2003). A postmethod perspective on English language teaching. World Englishes, 22(4), 539–550. https://doi.org/10.1111/j.1467-971x.2003.00317.x
Lam, R. (2018). Portfolio assessment for the teaching and learning of writing. Springer.
Liu, K. (2020). Critical reflection for transformative learning: Understanding eportfolios in teacher education. Springer.
Nelson, R. F., Winfield-Thomas, E., & Lew, M. M. (2016). Academic service learning and cultural competence in teacher education. In Service learning as pedagogy in early childhood education (pp. 47–57). https://doi.org/10.1007/978-3-319-42430-9_4
Newby, D. (Ed.). (2012). Insights into the European Portfolio for Student Teachers of Languages (EPOSTL). Cambridge Scholars Publishing.
Newby, D., Allan, R., Fenner, A. B., Jones, B., Komorowska, H., & Soghikyan, K. (2007). EPOSTL- European Portfolio for Student Teachers of Languages. A reflection tool for language teacher education. European Center for Modern Languages. Council of Europe.
Orlova, N. (2011). Challenges of integrating the EPOSTL into pre-service teacher training. In D. Newby, A.-B. Fenner, & B. Jones (Eds.), Using the European Portfolio for Student Teachers of Languages. European Center for Modern Languages. Council of Europe Publishing.
Pine, G. J. (2009). Teacher action research: Building knowledge democracies. Sage.
Riordan, E. (2018). TESOL student teacher discourse: A corpus-based analysis of online and face-to-face interactions. Routledge.
Ryan, M. E. (2015). Teaching reflective learning in higher education: A systematic approach using pedagogic patterns. Springer.
Schulze, R. (2015). The significance of ‘The social’ in contemporary linguistics. The Exercise of Power in Communication, 17–42. https://doi.org/10.1057/9781137478382_2
Serdarević, M., & Tahirović, S. (2020). Application of an ecological framework to clinical practice with adolescents: Transgenerational transmission of war-related trauma in Bosnia and Herzegovina. Epiphany, 13(2), 9. https://doi.org/10.21533/epiphany.v13i2.351
Tabachnik, R., & Zeichner, K. (2002). Reflections on reflective teaching. In A. Pollard (Ed.), Readings for reflective teaching (pp. 13–16). Continuum.
Trim, J. L. (2007). Modern languages in the Council of Europe 1954-1997: International co-operation in support of lifelong language learning for effective communication ... Language policy division, Council of Europe.
Uspomene 677: the Transgenerational Trauma of Victims and Perpetrators (Part IV). (2011). [film]. Mirko Pincelli. dir. Pinch Media.
Widdowson, H. G. (1990). Aspects of language teaching. Oxford University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2024 The Author(s), under exclusive license to Springer-Verlag GmbH, DE, part of Springer Nature
About this chapter
Cite this chapter
Kasumagić-Kafedžić, L., Đuliman, S. (2024). Develo** a Critical Reflection Stance Towards Language Teaching Practice: European Portfolio for Student Teachers of Languages and Reflective Tasks in Language Education. In: Voerkel, P., Vaz Ferreira, M.A., Drescher, N. (eds) Tools, Techniques and Strategies for Reflective Second & Foreign Language Teacher Education. J.B. Metzler, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-68741-3_6
Download citation
DOI: https://doi.org/10.1007/978-3-662-68741-3_6
Published:
Publisher Name: J.B. Metzler, Berlin, Heidelberg
Print ISBN: 978-3-662-68740-6
Online ISBN: 978-3-662-68741-3
eBook Packages: J.B. Metzler Humanities (German Language)