Search results for: Language
Page 1/4 40 items
This study aims to examine preschool teachers' beliefs about linguistic diversity using a Q methodology. The findings reveal that the teachers were highly supportive of linguistic diversity and multilingual practices. The findings indicate that the participants saw opportunity rather than difficulty: they believed that interacting with diverse classmates gives young children the chance to develop tolerance, cooperation, and multicultural awareness.
Updated: Oct. 21, 2018
In this article, the author examines her practices as a teacher educator in one course before and after returning to the secondary classroom to teach language learners full-time for one academic year. Based on her experiences, the author decided to make some deliberate and thoughtful changes to how she approached her work as a teacher educator. She changed the course framework in three ways: organization, epistemology, and making the course more practice-centered. However, the author learned that engaging teachers in practice-based teaching requires teacher educators to be specific and deliberate in setting their own purposes for the centrality of practice in their courses and programs and to explain these clearly to students.
Updated: Nov. 15, 2016
Becoming a Teacher Educator: The Multiple Boundary-Crossing Experiences of Beginning Teacher Educators
This paper reports on a qualitative study that investigated the identity construction experiences of one group of beginning English language teacher educators in Hong Kong. Drawing upon a theoretical framework that incorporates both identity- in-practice and identity-in-discourse, a narrative approach was adopted to examine participants’ identity trajectory as they crossed multiple boundaries from language learners, to language teachers, to language teacher educators. The study suggests that the challenges teacher educators faced at different stages of their professional identity construction reflected the negotiation of past experiences, future ideals, competency, agency, and marginalization.
Updated: Jan. 27, 2016
Words and Terms with Double Meanings (in Everyday Language and in Academic Disciplines) as a Source of Misconceptions
The main purpose of everyday language is to enable fast and economical communication among people from the same culture and context. Everyday language is based on the premise that people participating in a discourse understand its context and are aware of language shortcuts and codes. Usually, therefore, no problems arise due to the fact that a term has more than one meaning or that codes are used. Disciplinary languages are also means of communication; however, their formality and commitment to accuracy, clarity, and equivocality cause academic technical expressions to be lengthy and without shortcuts. Language in academic disciplines comprises two kinds of terms: academic technical or professional, discipline-specific terms and terms that have a meaning that differs from their everyday meaning.
Updated: Jan. 25, 2016
Supporting Teachers in Integrating Digital Technology Into Language Arts Instruction to Promote Literacy
This article describes a systematic review of relevant literature. The review was conducted to provide a source of information and practical guidelines for teachers and teacher educators to consider instructional methods for using digital tools in elementary language arts classrooms to promote literacy. The review discusses nine digital tools to provide methods, affordances, and potential obstacles to their use.
Updated: Nov. 26, 2015
This study of an Asian female prospective teacher describes a language minority student's ways of enacting critical literacy in a teacher preparation program in the United States. It discusses how she exerted her agency despite her perceived marginalization as a non-native English speaker. The findings demonstrate how she resisted the identity imposed as a “slow learner” by an instructor while simultaneously challenging the tenets of critical literacy.
Updated: Nov. 23, 2015
Teachers’ Implicit Theories of Intelligence: Influences from Different Disciplines and Scientific Theories
This study aimed to investigate if teachers within different disciplines hold different beliefs about implicit theories of intelligence and secondly to provide a better understanding of the scientific theories of intelligence in relation to the implicit. The authors also investigated if preferences for implicit theories of intelligence have anything to do with age or experience among teachers. The findings revealed that teachers from language, social science and practical disciplines had a significant preference for an incremental theory of intelligence compared to an entity theory of intelligence whilst the teachers in mathematics did not. The results from this study also show that (1) older and more experienced teachers and (2) younger and less experienced teachers had a stronger preference toward entity theories of intelligence.
Updated: Jul. 28, 2015
“It’s not just Learning English, It’s Learning Other Cultures”: Belonging, Power, and Possibility in an Immigrant Contact Zone
This article is an ethnographic investigation of a multiethnic, multilingual classroom. It examines the ways in which immigrant students’ goals for community and belonging were mediated by their vibrant cultural and linguistic practices. Findings demonstrate how youth formed a community of practice through brokering acts, resource pooling, and linguistic play across national, cultural, and linguistic differences.
Updated: Apr. 13, 2015
This article aims to guide language teacher educators to address novice teacher emotion systematically in the learning-to-teach experience. The authors used a scheme of a complete orienting basis of the action (SCOBA) to orient language teacher educators as they respond to novice teacher emotions in the activity of journal writing. This analysis demonstrates that emotional content is pervasive in this novice teacher’s journals, and that her emotions are tied to her perezhivanie and her thinking about and activity/outcomes of her teaching. The authors argue that the SCOBA highlights that teacher expression of emotion is intertwined with cognition and activity as part of the developmental process of beginning teachers, and can be addressed in mediation.
Updated: Mar. 03, 2015
Struggling for a Professional Identity: Two Newly Qualified Language Teachers’ Identity Narratives during the First Years at Work
The purpose of this article was to examine how two newly qualified teachers constructed their identity. The findings reveal that the participants’ stories display two different experience narratives: a painful and an easy beginning. Despite the same teacher education programme and the same kind of working environment, these cases represented two clearly different ways of experiencing the induction phase. This study supports the idea of a violent impact that the induction period can have on teachers’ self-understanding. Understanding teachers’ induction from the perspective of a possible identity crisis can open up ways of supporting newly qualified teachers in their professional development, both during their teacher studies and during the induction phase.
Updated: Dec. 21, 2014