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DorotaWerbińska,Successfulforeignlanguageteachinginaglobalizedworld
Duoethnographyalsoofersarangeofextensivediscussiontopicsthat,
althoughnotvisibleatfirstglance,maysignificantlyafecttheprocessoflangu-
agelearningandteaching.Thiscanbeespeciallybeneficialinpre-serviceteacher
education,asdiscussingleadership[LeFevre,Farquhar2016],diversity[Brown,
Hamilton2016],professionalism[Woods,Sebok2016],thehiddencurriculum
[Krammer,Mongiardi2012],credibilityinteaching[Breault2016],becoming
[Sawyer2016],thetheatre[Norris2016],tonamebutafewtitlesfromtheexist-
ingduoethnographicprojectsconductedingeneraleducation,mayundoubtedly
contributetothedevelopmentofnewconceptsandcategoriesinthelanguage
learningandteachingfield.Forexample,comparingandcontrastingthehidden
curriculumoftheirschoolsinthepast,KrammerandMongiardi[2012]cameup
withanewconstructofthecrypticcurriculumintheprofessionalliteratureonthe
hiddencurriculum.Inaddition,suchprojectsencourageduoethnographersto
comeupwithnovelformsofsharingstories.Thesecouldincludevisualmaterial,
suchasreflectingpracticeonphotography[Mathews,Garret2016],butalsodigi-
talstorytelling[Rasmor2016],orusingduoethnographyinunpackingtraditional
studentteacherportfolios[Woods,Sebok2016].
4.Concludingremarks
Thecentralgoalofthischapterhasbeentoexplorewhatsuccessfullanguage
teachinginvolvesinthetimesofglobalization.Thisexplorationstartedwithloo-
kingatthelandscapeoflanguageandsuccessfulteachingthroughthediscussion
ofsuccessfullanguageteachingwaves:thelinguisticwave,thecommunicative
waveandtheglobalizationwave.Itwasthenproceededtotheselectedlanguage
tasksthatcanwellconnecttheoreticalprinciplesofefectivelanguageteaching
todaywithwhathappensinthelanguageclassroom.Theconceptualmap,the
flippedclassroom,andstudents’duoethnographicdialoguesweredescribedand
theirbenefitsforlanguagelearnerswereindicated.
Inaway,thechapteratemptstocontributetoabeterunderstandingofwhat
successfullanguageteachingisandhowmuchitresonatesthetimesinwhichit
takesplace.Byexposingtheproblemsofthepreviouswaves,andbyexpounding
thepotentialofdeeplearningpromisedbyconceptualmaps,theflippedclassro-
omorduoethnographicinteractions,thechapter,hopefully,willleadtoteacher
educators’reviewingofthewaytheyconceivethepreparationoffuturelanguage
teachersandreconsideringthewaytheyconductlanguageteachingeducation.
