Search results for: Second language instruction
Page 2/3 24 items
This study aimed to examine the differences in attitudes of teacher candidates before and after their short-term teaching experience with very young learners (VYL) of English. The findings suggest that the attitudes of teacher candidates changed substantially after their practice teaching experiences. Other findings suggest that a colorful atmosphere in the classroom and a variety of activities attract students' interest and help create a more successful learning environment.
Updated: Dec. 30, 2012
The Problematic Context of Mentoring: Evidence from an English Language Teaching Department at a Turkish University
The purpose of this study is to investigate the participants’ perceptions and experiences about the concepts of ‘mentor’ and ‘mentoring’. Six English Language Teaching Department (ELT) students, who were in the final year of their training and one English teacher who was the subject mentor of the students at the practice school participated in the study. The findings demonstrate that the students found mentoring useful, particularly in putting theory into practice, and working in an authentic teaching environment. However, the students obviously needed more critical, constructive, structured, and immediate assistance and feedback for their survival stage of teaching, which is an important responsibility of a mentor.
Updated: Jan. 02, 2012
This article describes a study which explored the experiences of four Korean heritage language teachers in the United States. Specifically, the study focuses on challenges they face and the resources they draw upon for their teaching. The authors situate their work within the conceptual framework of teacher lore, which promotes teacher reflection and helps increase the visibility of minority teachers.
Updated: Nov. 30, 2011
Emotions that Experienced English as a Foreign Language (EFL) Teachers Feel about their Students, their Colleagues and their Work
The current article describes a study that examined what emotions the experienced EFL teachers perceive in their work and the implications this has for their development. Nine university EFL teachers in Tokyo participated in the study. It was found that amongst these experienced teachers the two ‘positive’ emotions of liking and caring for students were especially common. However, the teachers expressed negative emotions regarding their colleagues and institutions.
Updated: Nov. 29, 2011
Drawing on the theory of situated learning and teacher knowledge as situated, the authors have examined the ways in which two L2 writing teachers in Hong Kong perceived and responded to the possibilities for learning how to write in their culturespecific contexts of work. The findings of this study show that these two teachers skillfully developed pedagogical strategies to exploit opportunities for learning that were rooted in the cultural traditions they shared with their students and the microcultures in the classroom that they coconstructed with them.. The teachers' skillful and sensitive exploitation of these possibilities created a rich environment for learning.
Updated: Sep. 27, 2011
The current research examined how students in foundation English classes perceive their Thai and native-speaking teachers. The authors aimed to explore three areas: (1) students' previous background in English-language learning, (2) students' general opinions and preferences for studying English with Thai or native-speaking teachers, and (3) student perceptions of studying with their current English teachers.
Updated: Jun. 18, 2011
'A Little Bit Marginalized': The Structural Marginalization of English Language Teachers in Urban and Rural Public Schools
This article examines how linguistic differentiation is described, explained, and excluded within schools in terms of implicit or explicit deliberation about English language learners (ELLs) and English as a second language (ESL) programs. The author argues that the participants' experiences resulted in the marginalization of ELTs and their students. The author maintains though that this marginalized status can be improved through collaborative relationships between general education teachers and English language teachers.
Updated: Jun. 13, 2011
In this article, the author returned to classroom teaching to better understand the challenges faced by student teachers in implementing Communicative Language Teaching for teaching English at secondary school level. Through self-study the author formed a more developed understanding of the learners' role in learning; their prior learning and past classroom experiences are brought heavily to bear on new learning experiences. Finally, implications for practice and policy are suggested .
Updated: Jan. 30, 2011
Transforming the Existing Model of Teaching Practicum: A Study of Chinese EFL Student Teachers' Perceptions
The current article reports on a study of Chinese pre-service teachers' perceived problems in their teaching practicum. Reflective paper-writing was employed to investigate the views of 210 student teachers on an English as a foreign language (EFL) teacher education programme in Central China. The findings highlight six major problems. The article points out that these problems have been caused by the exiting rationalist model of teacher education. Furthermore, the article also emphasises the need to transform the existing model of teaching practicum.
Updated: Sep. 19, 2010
English as an Additional Language and Initial Teacher Education: Views and Experiences from Northern Ireland
This article addresses training for teaching English as an Additional Language (EAL) at initial teacher education (ITE) level in Northern Ireland. 15 primary and post-primary teachers participated in this small-scale qualitative study. The study investigates reflections on EAL content in ITE programmes, and the type of difficulties faced when teaching pupils whose first language is not English.
Updated: Sep. 19, 2010