Search results for: English (second language)
Page 4/11 105 items
“It Just Made Me Look At Language in a Different Way:” ESOL Teacher Candidates’ Identity Negotiation through Teacher Education Coursework
This article reports on a case study that examined the teacher identity construction of preservice ESOL (English for speakers of other languages) teachers in a 13-month MATESOL program. The findings point out that the TCs negotiated their teacher identities throughout their teacher learning experiences in teacher education courses: 1) Throughout their teacher learning experiences in the activities offered in the IMP courses, they negotiated and enacted their emerging identities as ESOL teachers; 2) their professional interaction with other TCs through formal or informal conversations presented them with a dialogic space in which they framed and tried on their subject positions as ESOL teachers; 3) their simultaneous internship along with coursework was highlighted and acknowledged by their professors and peers, and the three TCs of IMP were positioned as experts of public school system.
Updated: Jul. 12, 2017
Korean EFL Teachers’ Perceptions of the Impact of EFL Teacher Education upon their Classroom Teaching Practices
This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers’ classroom teaching practices. Findings from the analysis included that: a) most of the teachers were dissatisfied with the largely theory-oriented pre-service teacher education programmes that they attended; b) a major source of influence on their teaching was their experience of in-service teacher training programmes with practical curricula; c) observation of other fellow teachers’ teaching had the strongest impact upon the teachers’ teaching practices; and d) the teachers’ low English proficiency and the washback effect of the Korea Scholastic Aptitude Test hindered the maintenance of the changes brought about by in-service teacher education programmes.
Updated: Jul. 09, 2017
Examining the Impact of a Simulation Classroom Experience on Teacher Candidates’ S sense of Efficacy in Communicating with English Learners
This pilot study examined the use of a simulation classroom in helping teacher candidates enrolled in a general methods class adjust their communication for English learners (ELs). The findings revealed that the teacher candidates clearly articulated that they felt prepared to educate English learners in mainstream classrooms as a result of course work.
Updated: May. 10, 2017
Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-service Teacher Preparation Intervention*
This article present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. Preliminary results indicate that student learning improved across all categories, although the effect varied by category. Furthermore, English Language Learner (ELL) learning gains were on par with nonELLs, with differences across proficiency levels for vocabulary gain scores. Overall, these results offer some promise that the instruction provided by first year elementary teachers )FYTs), and by extension the project’s intervention, can improve ELLs’ science and literacy learning, as well as learning for English only students.
Updated: Feb. 26, 2017
The purpose of this study was to understand how a group of pre-service English language teachers constructed and negotiated their identities as teachers during a teaching practicum. The results of this study suggest that the identity work is an essential feature of student teachers’ experiences of a teaching practicum as they attempt to position themselves as particular types of teachers, not only within their placement schools, but also in relation to their understandings of what it means to be a language teacher, both within Hong Kong and beyond. However, the study also highlighted the potential for identity conflict that can arise if there is a mismatch between the subject positions offered to pre-service teachers within teacher education programmes and practicum placement schools and the student teachers own self-positioning as teachers.
Updated: Dec. 25, 2016
In this article, the author describes how culturally relevant children’s literature allowed teachers and teacher candidates to explore the lived realities of diverse students. She found that texts written by culturally and linguistically diverse authors gave participants new ways to articulate ideas and beliefs about English learners.
Updated: Dec. 05, 2016
This study examines the development of preservice secondary science teachers’ understanding about equitable assessments (EA) as a result of instruction during a methods course and their subsequent use of EA, while planning a science unit without prompting. The author concludes that preservice teachers gained in the following domains of knowledge introduced earlier: (1) knowledge and beliefs about diverse learners, (2) knowledge and beliefs about EA strategies, and (3) skills in modifying assessments for English language learners. They displayed relevant knowledge, but did not enact it as well when it came to planning units.
Updated: Sep. 12, 2016
The purpose of the present study was to investigate the effect of the explicit instruction the researcher provided 35 EFL majors enrolled in her 2014 course on “Research into reading processes”. The findings reveal that the subjects reported knowing very few strategies. However, in performing the task assigned at the end of the course the subjects used altogether 24 strategies. The findings indicated that the course had a significant effect on the subjects' strategic and pedagogical knowledge, their evolving conceptions of the reading process and of themselves as readers, and consequently on their self-efficacy and motivation to teach reading to their future students and to promote their learning.
Updated: Aug. 31, 2016
Learning from Interpersonal Interactions during the Practicum: A Case Study of Non-Native ESL Student Teachers
This study, which grounded in a sociocultural view of teacher learning, explores how non-native English as a Second Language (ESL) student teachers developed their understanding of professional learning in the light of their experiences of engaging with their significant others during an eight-week practicum. The study reveals rich interactions between these student teachers and their significant others in the school settings. The findings reveal that the process of learning to teach was described as experiencing, which is connected to engagement in activities in personal social context that is counted as doing. This study suggests a pressing need to develop university–school partnership to facilitate the development of collegial relationships among student teachers and their significant others.
Updated: Jun. 13, 2016
Critical Perspectives on Testing Teaching: Reframing Teacher Education for English Medium Instruction
This investigation provides a basis for considering the role of corrective and transformative critiques in producing knowledge through testing teaching for reframing teacher education in response to, and as an expression of, the globalisation of English. This knowledge-producing approach to critique begins with a literature review of prior testing models of content and language integrated learning through English medium instruction (EMI) programmes. Through adopting the practice of critique as a knowledge-producing venture, this study offers a model of EMI testing that can contribute to improvements in the organisation of professional learning and change, as well as certification procedures.
Updated: Mar. 30, 2016