Toolkit
Toolkit for Reflection Tasks
Reflection plays a vital role in establishing a professional knowledge base and a professional identity for future teachers in teacher education programmes. The Listiac reflection toolkit stimulates and promotes joint reflection regarding linguistically sensitive teaching (LST). Listiac reflection tools integrate reflection on LST during all stages of teachers’ professional development, in initial teacher education as well as in in-service training. In order to connect LST to the general tasks of the teacher, the tool incorporates also the views of current European and local education policies. The reflections focus on both didactical classroom practices and on LST as a more holistic, whole-school approach.
The open access Listiac report contains a description of the individual tools and how to use them, gives a background on the design process, and includes an analysis of findings in previous reflections by student teachers, teacher educators, and teachers. The report can be used as part of the reading materials for reflection tasks.
Read and download the full report at https://urn.fi/URN:NBN:fi-fe2022021018583.
What is LST?
The video below presents the toolkit for reflection. Please note that toolkit with an older design is used in the video. The toolkit with the new design can be found and downloaded further down on the website.
The toolkit promotes connection of LST to educational policies on pluringual competence and multilingualism. The local educational policies can be reflected in the light of European policies.
Read more about multilingualism policy in the European education area: https://education.ec.europa.eu/focus-topics/improving-quality-equity/multilingualism
The toolkit promotes the connection of LST to aspects of inclusion and social justice. Local videos, personal vignettes, visits connecting to the affective side of LST can be coupled with this video produced within the Listiac project.
Download the Toolkit
Beginner reflection for student teachers (S1)
To promote an initial introduction to and reflection on LST through two main tasks:
1) introducing the theme (watching a video) and connecting it to policy recommendations (reading policy documents and/or articles)
2) discussing specific topics regarding LST and the context.
Files
Files included: a PowerPoint presentation, a handout for students and instructions for the teacher educator.
Intermediate reflection for student teachers (S2)
To promote reflection on LST at a point when students have acquired some ideas on becoming a teacher and about LST. The tool consists of three main tasks:
1) introducing the theme of LST (watching a video), connecting it to policy documents and recommendations (reading policy documents and/or articles), and discussing specific topics regarding LST and the context;
2) conducting an individual SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis regarding LST and their teaching practice; followed by
3) participating in a group discussion to create a collective SWOT. Ideally, there could also be a final whole group discussion during which group ideas might be presented and some final questions might be asked.
Files
Files included: a PowerPoint presentation, a handout for students, individual and group SWOT-document, and instructions for the teacher educator.
Advanced reflection for student teachers (S3)
To promote reflection on a whole-school approach to LST at an advanced stage of ITE and to elicit proposals for action and improvement. Student teachers are asked to position themselves as teachers and to think about the teaching profession and their professional context. The tool consists of a dialogue mat with several questions and tasks, including a final drawing. Student teachers complete five tasks in small groups and collaboratively decide on the drawing representing a linguistically sensitive teacher. Ideally, a whole group discussion supports sharing the reflections and deepens the insights.
Files
Files included: a PowerPoint presentation, Dialogue Mat in four versions: colour/black and white, A2-size for printout/A4-size for digital use, and instructions for the teacher educator.
Observation guide for student teachers, supervisors/mentors (practicum), researchers, in-service teachers
To promote reflection on LST and on observing a whole-school approach to how LST is implemented (or not) in practice. Participants are encouraged to reflect, propose ideas, and, most of all, connect LST theoretical conceptions with practice. The tool consists of a four-section document to be filled in with observations and suggestions for improvement.
Files
Files included: a PowerPoint presentation, Observation Guide (in colour/simplified black and white), and instructions for the teacher educator.
Staff reflection within professional, educational communities
Tool for teacher educators, teachers, and professional communities, with the goal of promoting reflection on LST connected to current practices and eliciting proposals for action and improvement. Teacher educators are asked to think about their profession, and their professional context. The tool consists of a dialogue mat with several questions and tasks to be completed, including a final drawing. As a group, participants tackle the tasks on the mat and collaboratively decide on the drawing of a linguistically sensitive teacher.
Files
Files included: a PowerPoint presentation and Dialogue Mat in four versions: colour/black and white, A2-size for printout/A4-size for digital use.
