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Mark Warford

SUNY: Buffalo State College, Modern and Classical Languages, Faculty Member

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Mark Warford recently began a second 3-year term as department chair for Modern and Classical Languages and teaches courses in Spanish and language pedagogy. As chair of MCL, Warford created the first undergraduate SUNY certificate programs at Buffalo State (World Language Advantage) and developed the department's first dual-credit partnerships with several area high schools (ITA 201, SPA 201, SPA 202). Under his leadership, MCL received the Department Award for Advancement in Affordability (2018). As a scholar, he has published in the areas of applied linguistics, (Spanish) language pedagogy, educational innovation, teacher development, and sociocultural theory. There are nearly 500 citations of his work in scholarly publications. With regard to educational technology, he certified as a peer reviewer for Quality Matters and serves as Research and Innovation Fellow for the Open SUNY Center for Online Teaching Excellence. In addition to delivering keynote addresses, presenting and chairing dozens of sessions at professional conferences from the regional to international level, Warford regularly leads workshops on a range of topics, including the promotion of student engagement and blended course design in online instruction, as well as FourSight, a model for organizational self-reflection.
Phone: 716-878-5414
Address: Buffalo State College (SUNY)
1300 Elmwood Ave.
Buffalo, NY 14222

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Papers by Mark Warford

Falling into it: A preliminary exploration of Novice TESOL teacher thinking

Teachers and Teaching Theory and Practice

La Pedagogía de la lengua narrativa y la estabilización de idiomas indígenas

Resumen Este artículo trata sobre las recientes tendencias en la enseñanza-aprendizaje de segunda... more Resumen Este artículo trata sobre las recientes tendencias en la enseñanza-aprendizaje de segundas lenguas que acentúan el movimiento desde una perspectiva psicolingüística a un enfoque más sociocultural. Alimentado por la teoría sociocultural y los esfuerzos de Hinton (2002, 2003) de promover la estabilización de idiomas indígenas, el autor presenta la pedagogía de la lengua narrativa, un modelo para enseñar idiomas no-dominantes, que radica en la conversación auténtica como base de la instrucción.

Warford, M. K. (2014). A response to Common Core initiatives. Language Association Journal: New York State Association of Foreign Language Teachers, 65(1), 11-28.

Reflects on proposals advanced in the Common Core State Standards, with close attention to implic... more

LeLoup, J. W., Ponterio, R., & Warford, M. (September 2013)Overcoming resistance to 90% target language use: Rationale, challenges, and suggestions. NECTFL Review (Northeast Conference on the Teaching of Foreign Languages) Vol. 72, 45-60.

Warford, M. K. (2014). Toward a framework for evaluating online instruction in higher education. Journal of Educational Technology Systems, 42(4), 333-353.

SUNY-wide, the online horse has left the gate. Meanwhile, campuses contend with traditional means... more SUNY-wide, the online horse has left the gate. Meanwhile, campuses contend with traditional means for evaluating teaching effectiveness that do not match up against the latest standards for online instruction. Following a discussion of some of the core considerations that individual campuses need to address in responding to Open SUNY, the author proposes a model and rubrics aligned to the latest standards that center learner engagement, instructional materials, and technology on specific learning outcomes.

Falling into it: Novice TESOL teacher thinking

Teachers and Teaching, 2003

The authors conducted a qualitative study in order to understand the preconceptions novice TESOL ... more The authors conducted a qualitative study in order to understand the preconceptions novice TESOL teachers might have about teaching English language. Long interviews were conducted with nine students (six native English Speakers and three non-native speakers (NNS)) enrolled in one of two courses offered in a TES-OL teacher education program. None of the participants had experience as an inservice teacher. Inductive analysis of tape transcripts suggested the presence of several conceptual themes discussed in the teacher thinking literature. Findings suggest that novice TESOL teachers, like their more experienced counterparts, have a system of metaphors to conceptualize teaching. The apprenticeship of observation, a notion in teacher thinking that suggests a powerful influence of previous experience in schooling on teachers, was reflected in NNS' sensitivity to the norms of teaching in their country of origin; native English speakers, however, exhibited a relative lack of reflection on their experiences in the language classroom. Both NNS and NS participants expressed a presentistic outlook, borne perhaps, of the socio-political complexities of English language teaching. Novice TES-OL teacher thinking also appears to exhibit evolving cognitive foundation that weaves folklinguistic adaptations of expert systems into their approach to teaching. Many participants spoke in the language of constructivism or made reference to terms discussed in SLA research literature. In conclusion, the researchers suggest that this preliminary evidence of metaphors, apprenticeship of observation, presentism, and adaptations of expert systems, constructs a preliminary framework for describing novice TESOL teacher thinking.

Enseñar gramática y cultura en la lengua extranjera? Empezando en las zonas de mayor resistencia

Hispania-a Journal Devoted To The Teaching of Spanish and Portuguese, 2010

ABSTRACT :Este artÃculo reconoce y responde a las dificultades que experimentan muchos profesore... more ABSTRACT :Este artÃculo reconoce y responde a las dificultades que experimentan muchos profesores en adquirir la mÃ¡xima integraciÃ³n de la lengua extranjera en su salÃ³n de clase. La gramÃ¡tica y la cultura representan los temas que llaman la lengua nativa con mÃ¡s frecuencia. Teniendo esto en cuenta, el autor defiende e ilustra cÃ³mo se puede mantener el idioma extranjero en manejar estos aspectos docentes sin que se meta el nativo.

La Herida de Moctezuma

Héroes y corridos

Retracing the Path to Proficiency: FL Teacher Educators and the ACTFL Proficiency Guidelines

The zone of proximal teacher development

Teaching and Teacher Education, 2011

Toward the end of his short life, Lev Vygotsky found himself teaching teachers in a remote part o... more Toward the end of his short life, Lev Vygotsky found himself teaching teachers in a remote part of the USSR. Though his influence as a developmental psychologist is well-established, little is known about his approach to teacher development. This article applies the researcher's core concept, the zone of proximal development to teacher education. The resulting model for educating teaching candidates within zones of proximal teacher development (ZPTD) integrates Vygotskyan theory into Western models of teacher education. Recommendations are offered with regard the four stages of the ZPTD and implications for the content and sequence of the teacher preparation curriculum.

Assessing Target Cultural Literacy: The Buffalo State Experience

Adfl, 2006

... and political phenomenon in which teachers and learners are active participants rather than t... more

Reconnecting proficiency, literacy and culture: From theory to practice (with William White)

What does it mean to capably communicate across languages? This article introduces two theoretica... more What does it mean to capably communicate across languages? This article introduces two theoretical models and a lesson plan format designed to facilitate the integration of proficiency, literacy, and culture teaching in foreign language teaching. The Second Symbolic Competencies Model configures proficiency and literacy as subordinate clusters of symbolic tools that flow from a cultural core. With regard to the literacy corner of the triad, the Composite Textual Comprehension Model focuses on the often neglected mistransference of learners’ first language and culture in interpreting second language texts. Both models find congruence in the Sociocultural Model Lesson Plan.

Relatos de experiencias propias en la enseñanza-aprendizaje del español

Architecture, counseling and teaching in the target language

Narrative language pedagogy and the stabilization of indigenous languages

This paper discusses recent trends in language pedagogy that emphasize movement from a psycholing... more This paper discusses recent trends in language pedagogy that emphasize movement from a psycholinguistic to a more sociocultural view of language teaching and learning. Nourished primarily by sociocultural theory and efforts to promote the stabilization of indigenous languages, the author presents Narrative Language Pedagogy, a model for teaching non-dominant languages that centers on authentic conversations as the focus of instruction.

L1 vs. L2 in the foreign language classroom: New findings

The FL methods course: Where it's been, where it's headed

Testing a Diffusion of Innovations in Education Model (DIEM)

Falling into it: Novice TESOL teacher thinking

Falling into it: A preliminary exploration of Novice TESOL teacher thinking

Teachers and Teaching Theory and Practice

La Pedagogía de la lengua narrativa y la estabilización de idiomas indígenas

Resumen Este artículo trata sobre las recientes tendencias en la enseñanza-aprendizaje de segunda... more Resumen Este artículo trata sobre las recientes tendencias en la enseñanza-aprendizaje de segundas lenguas que acentúan el movimiento desde una perspectiva psicolingüística a un enfoque más sociocultural. Alimentado por la teoría sociocultural y los esfuerzos de Hinton (2002, 2003) de promover la estabilización de idiomas indígenas, el autor presenta la pedagogía de la lengua narrativa, un modelo para enseñar idiomas no-dominantes, que radica en la conversación auténtica como base de la instrucción.

Warford, M. K. (2014). A response to Common Core initiatives. Language Association Journal: New York State Association of Foreign Language Teachers, 65(1), 11-28.

Reflects on proposals advanced in the Common Core State Standards, with close attention to implic... more

LeLoup, J. W., Ponterio, R., & Warford, M. (September 2013)Overcoming resistance to 90% target language use: Rationale, challenges, and suggestions. NECTFL Review (Northeast Conference on the Teaching of Foreign Languages) Vol. 72, 45-60.

Warford, M. K. (2014). Toward a framework for evaluating online instruction in higher education. Journal of Educational Technology Systems, 42(4), 333-353.

SUNY-wide, the online horse has left the gate. Meanwhile, campuses contend with traditional means... more SUNY-wide, the online horse has left the gate. Meanwhile, campuses contend with traditional means for evaluating teaching effectiveness that do not match up against the latest standards for online instruction. Following a discussion of some of the core considerations that individual campuses need to address in responding to Open SUNY, the author proposes a model and rubrics aligned to the latest standards that center learner engagement, instructional materials, and technology on specific learning outcomes.

Falling into it: Novice TESOL teacher thinking

Teachers and Teaching, 2003

The authors conducted a qualitative study in order to understand the preconceptions novice TESOL ... more The authors conducted a qualitative study in order to understand the preconceptions novice TESOL teachers might have about teaching English language. Long interviews were conducted with nine students (six native English Speakers and three non-native speakers (NNS)) enrolled in one of two courses offered in a TES-OL teacher education program. None of the participants had experience as an inservice teacher. Inductive analysis of tape transcripts suggested the presence of several conceptual themes discussed in the teacher thinking literature. Findings suggest that novice TESOL teachers, like their more experienced counterparts, have a system of metaphors to conceptualize teaching. The apprenticeship of observation, a notion in teacher thinking that suggests a powerful influence of previous experience in schooling on teachers, was reflected in NNS' sensitivity to the norms of teaching in their country of origin; native English speakers, however, exhibited a relative lack of reflection on their experiences in the language classroom. Both NNS and NS participants expressed a presentistic outlook, borne perhaps, of the socio-political complexities of English language teaching. Novice TES-OL teacher thinking also appears to exhibit evolving cognitive foundation that weaves folklinguistic adaptations of expert systems into their approach to teaching. Many participants spoke in the language of constructivism or made reference to terms discussed in SLA research literature. In conclusion, the researchers suggest that this preliminary evidence of metaphors, apprenticeship of observation, presentism, and adaptations of expert systems, constructs a preliminary framework for describing novice TESOL teacher thinking.

Enseñar gramática y cultura en la lengua extranjera? Empezando en las zonas de mayor resistencia

Hispania-a Journal Devoted To The Teaching of Spanish and Portuguese, 2010

ABSTRACT :Este artÃculo reconoce y responde a las dificultades que experimentan muchos profesore... more ABSTRACT :Este artÃculo reconoce y responde a las dificultades que experimentan muchos profesores en adquirir la mÃ¡xima integraciÃ³n de la lengua extranjera en su salÃ³n de clase. La gramÃ¡tica y la cultura representan los temas que llaman la lengua nativa con mÃ¡s frecuencia. Teniendo esto en cuenta, el autor defiende e ilustra cÃ³mo se puede mantener el idioma extranjero en manejar estos aspectos docentes sin que se meta el nativo.

La Herida de Moctezuma

Héroes y corridos

Retracing the Path to Proficiency: FL Teacher Educators and the ACTFL Proficiency Guidelines

The zone of proximal teacher development

Teaching and Teacher Education, 2011

Toward the end of his short life, Lev Vygotsky found himself teaching teachers in a remote part o... more Toward the end of his short life, Lev Vygotsky found himself teaching teachers in a remote part of the USSR. Though his influence as a developmental psychologist is well-established, little is known about his approach to teacher development. This article applies the researcher's core concept, the zone of proximal development to teacher education. The resulting model for educating teaching candidates within zones of proximal teacher development (ZPTD) integrates Vygotskyan theory into Western models of teacher education. Recommendations are offered with regard the four stages of the ZPTD and implications for the content and sequence of the teacher preparation curriculum.

Assessing Target Cultural Literacy: The Buffalo State Experience

Adfl, 2006

... and political phenomenon in which teachers and learners are active participants rather than t... more

Reconnecting proficiency, literacy and culture: From theory to practice (with William White)

What does it mean to capably communicate across languages? This article introduces two theoretica... more What does it mean to capably communicate across languages? This article introduces two theoretical models and a lesson plan format designed to facilitate the integration of proficiency, literacy, and culture teaching in foreign language teaching. The Second Symbolic Competencies Model configures proficiency and literacy as subordinate clusters of symbolic tools that flow from a cultural core. With regard to the literacy corner of the triad, the Composite Textual Comprehension Model focuses on the often neglected mistransference of learners’ first language and culture in interpreting second language texts. Both models find congruence in the Sociocultural Model Lesson Plan.

Relatos de experiencias propias en la enseñanza-aprendizaje del español

Architecture, counseling and teaching in the target language

Narrative language pedagogy and the stabilization of indigenous languages

This paper discusses recent trends in language pedagogy that emphasize movement from a psycholing... more This paper discusses recent trends in language pedagogy that emphasize movement from a psycholinguistic to a more sociocultural view of language teaching and learning. Nourished primarily by sociocultural theory and efforts to promote the stabilization of indigenous languages, the author presents Narrative Language Pedagogy, a model for teaching non-dominant languages that centers on authentic conversations as the focus of instruction.

L1 vs. L2 in the foreign language classroom: New findings

The FL methods course: Where it's been, where it's headed

Testing a Diffusion of Innovations in Education Model (DIEM)

Falling into it: Novice TESOL teacher thinking

Warford, M. K. (2015, September). Educational innovation diffusion: Confronting complexities. Keynote address delivered to the Center for the Study of Educational Innovations, School of Higher Economics, EDCRUNCH 2015, Moscow, Russia