This month we are publishing Language Teacher Noticing in Tasks by Daniel O. Jackson. In this post the author explains the concept of ‘teacher noticing’ and the book’s aims.
To teach effectively we need to notice. Detailed accounts of how language teachers attend to and act upon student contributions in a range of ways are somewhat rare, however. The article I have already published on this topic needed expansion. My new book dives deeper into this key aspect of teachers’ mental lives and how it develops. The Psychology of Language Learning and Teaching (PLLT) series is the ideal venue for this research.
Teacher noticing involves attention, interpretation, and decision-making. It is a form of reflection that happens during engagement with learners. That engagement can be cognitive, affective, or social – it’s something we experience every time we teach. For years, such encounters have informed my practice and my identity as a teacher. This book examines noticing by a group of pre-service English language teachers studying at my university in Japan. It offers fresh insight into the teacher’s role in task-based language teaching in this setting and beyond.
The book’s main purpose is to introduce the concept of teacher noticing to the second language field. It situates noticing among related concepts and theories, but instead of being a purely theoretical book, it uses evidence to shed light on noticing in practice. I drew on a rich array of sources and methods to illustrate the implications for teacher development. The results show how tasks guide pre-service teachers to notice verbal and nonverbal resources that underlie successful communication in a second language.
I regard this effort as a tribute to and a continuation of the work of the late Richard “Dick” Schmidt, who was Professor Emeritus in the Department of Second Language Studies at the University of Hawai‘i at Mānoa. He is especially renowned for his widely cited noticing hypothesis. Dick was my PhD supervisor and he truly was a great mentor. For this book, I revisited his account of learner noticing and sought out connections with teacher noticing. It frames joint attention by teachers and learners within expanding contexts of tasks, programs, and schools.
Ultimately, I aim to encourage dialogue between teacher educators and language teachers about learning to notice. Pre-service teachers should have opportunities to observe on video how they interact to orchestrate performance on a range of tasks. I also offer practical suggestions to improve the noticing skills of in-service teachers. A key point for reflection is to consider when, what, and how you and your students notice during lessons.
Lastly, I could not have come this far without the support of my loving family, many wonderful students, teachers and colleagues, the PLLT series editors, and everyone at Multilingual Matters – thank you all!
For more information about this book please see our website.
If you found this interesting, you might also like Language Teacher Recognition by Alison Stewart.