Search results for: English
Page 5/5 46 items
Linguistically Responsive Teacher Education Preparing Classroom Teachers to Teach English Language Learners
Foreign language students have had little preparation from their teachers for providing the types of assistance that such learners need to successfully learn academic content and skills through English while developing proficiency in English. The authors conclude with concrete suggestions for how teacher education programs can incorporate the knowledge and skills that will prepare all preservice teachers to be linguistically responsive.
Updated: Oct. 28, 2008
This article discusses the issues and implications of high stakes tests on English language learners (ELLs).In this case, academic achievement tests are analyzed relative to their norming samples and validity to determine their usefulness to ELLs. Also, commonly used language proficiency tests are examined relative to definitions of proficiency, technical quality, alignment with criteria for language classification and reclassification, and their academic predictive validity. The author provides recommendations for addressing the issues related to high stakes tests and ELLs.
Updated: Oct. 27, 2008
The study explores research conducted in English language teaching. Only moderate reading has been done, according to a survey the author has done. The two factors examined were teacher's conception of research, and their perception of the institutional research culture.
Updated: Jun. 19, 2008
Two teacher educators collaborated on a project, facilitating the use of technology for English as Second Language students. Preservice teachers were asked to integrate teaching and technology and to design learning with digital media.
Updated: Mar. 24, 2008
Teachers' Experiences and Perceptions of Primary EFL in Norway and the Netherlands: A Comparative Study
In this article, the authors compare the primary teaching of English in Norway and the Netherlands, utilizing surveys. Among the issues considered were: starting age, hours of instruction, teacher competence, teacher priorities, the use of the target language for instruction, and materials used. The study placed special emphasis on the transition from primary to secondary level.
Updated: Jan. 22, 2008
Getting World English Speaking Student Teachers to the Top of the Class: Making hope for ethno-cultural diversity in teacher education robust
The article explores the problem of the education and retention of world English speaking student teachers due to the diversity of multiculturalism in Australia. The study explored issues concerning world English student teachers from minority (Asian Pacific) immigrant background and found that the student teachers experienced a pedagogical gap between their teacher education and being 'Australian teachers,' between the hopes and happening in their teacher education programs; their practicum; the complexities of student behaviour management; the English language difficulties of their teacher educators, and most importantly the marginalisation of their language and thus their knowledge of education.
Updated: Jan. 09, 2008