BEGIN:VCALENDAR VERSION:2.0 PRODID:-//events.la.psu.edu//EN CALSCALE:GREGORIAN BEGIN:VTIMEZONE TZID:America/New_York BEGIN:STANDARD DTSTART:20201101T020000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU END:STANDARD BEGIN:DAYLIGHT DTSTART:20200308T020000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:16473-5c1253847d2c9871fa81608b6fc31152@events.la.psu.edu DTSTAMP:20260611T010101Z DTSTART;TZID=America/New_York:20250926T090000 DTEND;TZID=America/New_York:20250926T110000 SUMMARY:African Studies Global Virtual Forum: Decoloniality and Southern Epistem ologies—Karen E. Johnson DESCRIPTION:\nKaren E. Johnson is Kirby Professor Emerita of Language Le arning and Applied Linguistics at Penn State. Her scholarship has been d evoted to building theory and conducting research on L2 teacher cognitio n within and for the field of L2 teacher education. Grounded in a Vygots kian sociocultural ‘theory of mind’\, her scholarship centers on underst anding the learning of L2 teaching\, the activity of L2 teaching\, and t he practices of L2 teacher education. She has accomplished this by empir ically documenting the dialogic mediation that emerges inside the practi ces of L2 teacher education\, tracing L2 teacher development as it is un folding\, and detailing the consequences of these interactions on the wa ys in which L2 teachers begin to think about and attempt to enact their instructional practices with L2 students in the socially situated instit utions in which they live and work. Additionally\, she has argued that t he transformative power of teachers engaging in narrative activities lie s in its ability to ignite cognitive processes that can foster L2 teache r professional development and\, as a result\, critical to the design\, enactment\, and assessment of the consequences of L2 teacher education. She has published ten scholarly books\, the most recent edited collectio n: Transformative L2 Teacher Innovations: Insights from Vygotskian Socio cultural Theory (2025\, Routledge) with Paula R. Golombek and Jacob Riek er. She taught courses in the MA TESL and the Ph.D. in Applied Linguisti cs degree programs.\n\nFor more details: https://events.la.psu.edu/event /afr-global-virtual-forum-karen-johnson/ X-ALT-DESC;FMTTYPE=text/html:

Karen E. Johnso n is Kirby Professor Emerita of Language Learning and Applied Linguistic s at Penn State. Her scholarship has been devoted to building theory and conducting research on L2 teacher cognition within and for the field of L2 teacher education. Grounded in a Vygotskian sociocultural ‘theory of mind’, her scholarship centers on understanding the learning of L2 teac hing, the activity of L2 teaching, and the practices of L2 teacher educa tion. She has accomplished this by empirically documenting the dialogic mediation that emerges inside the practices of L2 teacher education, tra cing L2 teacher development as it is unfolding, and detailing the conseq uences of these interactions on the ways in which L2 teachers begin to t hink about and attempt to enact their instructional practices with L2 st udents in the socially situated institutions in which they live and work . Additionally, she has argued that the transformative power of teachers engaging in narrative activities lies in its ability to ignite cognitiv e processes that can foster L2 teacher professional development and, as a result, critical to the design, enactment, and assessment of the conse quences of L2 teacher education. She has published ten scholarly books, the most recent edited collection: Transformative L2 Teacher Innovat ions: Insights from Vygotskian Sociocultural Theory (2025, Routledg e) with Paula R. Golombek and Jacob Rieker. She taught courses in the MA TESL and the Ph.D. in Applied Linguistics degree programs.

For mo re details: https://events.la.psu.edu/event/afr-global-virtual -forum-karen-johnson/

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