Search results for: Second language
Page 1/2 15 items
This sequential explanatory mixed-methods study examines the impact of analytic rubric use in peer feedback on preservice teachers’ ability to recognize indicators of best practice for second language lesson planning and lesson delivery. 53 preservice teachers in a university-level, semester-long Teaching English to Speakers of Other Languages (TESOL) practicum course received direct instruction on indicators presented in the analytic rubrics. They were then randomly assigned to control and experimental groups. The experimental group used rubrics with the indicators during peer feedback tasks, while the control group used a modified rubric without the indicators. The result from an independent samples t-test on posttest mean scores indicated a significant difference between groups for both lesson planning and lesson delivery, favoring the experimental group. Qualitative data were also collected via written comments on the posttests and from focus-group interviews. From thematic analyses of qualitative data, three key themes emerged, including specific tensions that resulted from the type of feedback preservice teachers desired and the type of feedback they were willing to give to their peers. These findings provide further insight into the use of analytic rubrics in peer feedback practices in second language teacher education (SLTE).
Updated: Jan. 29, 2020
The Relative Priority of Conceptual and Procedural Knowledge in University Second Language Teacher Education (SLTE) Programs: Perspectives of In-Service Language Teachers in New Jersey
This study examined second-language K–12 teachers' perceptions of the relative priority of conceptual teacher knowledge and procedural teacher knowledge. The data communicate a higher priority for procedural knowledge over conceptual knowledge. As is demonstrated in related studies, in-service teacher perspectives are nuanced on this issue.
Updated: Feb. 28, 2016
This essay aims to provide an overview of the challenges of accounting for students with disabilities (SWDs) and English learners (ELs) in the evaluation of mainstream teachers. The authors focus on the two prominent indicators of teaching quality—classroom observations and value-added scores. The authors conclude with recommendations for states and districts to ensure that teacher evaluation systems adequately and fairly account for these students.
Updated: Sep. 17, 2013
Exploring the Utility of Action Research to Investigate Second‐Language Classrooms as Complex Systems
In this article, the authors argue that adopting a complexity‐theory perspective, which requires teachers to be dynamic and complex in their approach, helps in identifying action research as a suitable research tradition for investigating second‐language classrooms and in turn using it widely to invigorate the field of applied linguistics.
Updated: Oct. 28, 2012
Teacher Learning in an Era of High-Stakes Accountability: Productive Tension and Critical Professional Practice
This study draws on social learning and activity theories to examine the specific factors that support equity-minded teachers to navigate accountability-driven language arts reforms. Furthermore, the study examines the specific barriers that might hinder teachers from serving marginalized students—particularly English Learners—in an era of accountability, and how particular contextual factors mediate teachers’ responses to accountability pressures. Findings underscore the importance of balanced leadership in an era of high- stakes accountability, particularly as it relates to teacher professionalism, learning, and agency.
Updated: Oct. 10, 2011
Advancing Early Literacy Learning for All Children: Implications of the NELP Report for Dual-Language Learners
In this article, the authors examine the implications and limitations of the National Early Literacy Panel report on the early care of young children who are dual-language learners. The authors explore the relevance of the report for dual-language learners. In particular, the authors examine the practice in this and other national synthesis reports of extrapolating implications for the education of young dual-language learners based on a broader population of children.
Updated: Jul. 05, 2011
Language Teacher Education in Finland and the Cultural Dimension of Foreign Language Teaching - A Student Teacher Perspective
This article investigates the cultural agenda in Finnish language teacher education from a student teacher perspective. The focus is on the students' perceptions regarding how effectively cultural aspects are dealt with in their training, and how these perceptions may be affected by the length of time they have spent abroad. The empirical evidence suggests that both the language studies and the pedagogical studies tend to address cultural aspects to a small or very small extent. The main emphasis is placed on traditional aspects of culture.
Updated: Jan. 31, 2010
Increasing numbers of Asian international students are choosing to undertake their tertiary studies in English-speaking countries. The article explored the concerns of 20 Asian pre-service teachers before and after their practicum in Australian schools. Language barriers and cultural differences were identified concerns before the practicum.
Updated: Apr. 30, 2009
The article investigates the current educational context in South Korea and the policy and practice issues that arise within this context regarding teacher education in English as a second language.
Updated: Mar. 04, 2009
In 1997, English became a compulsory subject in Korean elementary schools. The education of English teachers for the elementary school was accelerated. This article is based on the actual situation promoting English education. It explores the characteristics of English education vis-a-vis the Japanese situation, which is said to lag behind Korea's.
Updated: Mar. 04, 2009