Search results for: English (second language)
Page 7/10 98 items
Confirming Chanclas: What Early Childhood Teacher Educators Can Learn From Immigrant Preschool Teachers
Interviews conducted study with dozens of preschool teachers in multiple U.S. cities, as part of Children Crossing Borders study, revealed a specific immigrant teacher critique of typical English language modeling techniques. These immigrant teachers reposition children's home languages as a valuable form of expression and thus argue for a more empathetic and constructivist view of children of immigrants. Hence, the author argues that early childhood educators need to talk honestly with students about the implications of their responses to children of immigrants in the classroom.
Updated: Apr. 18, 2012
Knowing How to Know: Building Meaningful Relationships Through Instruction That Meets the Needs of Students Learning English
In this article, the authors wish to highlight the need for teachers to build healthy and productive relationships with students while at the same time finding ways to provide them with more effective instruction and programming. Accordingly, the authors present a synopsis of what scholars know about helping preservice teachers learn about students learning English. Finally, the authors provide some specific exercises and procedures that they have employed to help preservice teachers move in the direction of learning about and developing relationships with students.
Updated: Feb. 21, 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
Inclusion or Exclusion?: A Narrative Inquiry of a Language Teacher’s Identity Experience in the ‘New Work Order’ of Competing Pedagogies
The current article explores how an EFL teacher negotiates her identity to adapt to the ‘new work order’ in an English education department at a university in China. From a narrative inquiry perspective, the research illuminates the complexity of teacher identity in educational reforms. The findings show that teachers need to shift their identities to survive change.
Updated: Dec. 21, 2011
The purpose of this study was to identify how Collaborative Teaching Institute and other joint professional development programs for English as a Second Language and content area teachers could better support sustained teacher collaboration. The study yielded information on the key actors, opportunities, tensions and conflicts in the collaboration between the two sets of teachers.
Updated: Dec. 15, 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
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
This article explores an example of messy collaboration that occurred in the context of a Learning Study conducted in a secondary school in Hong Kong working in partnership with education faculty from a local tertiary institution. The article analyses the dynamics of the interactions between the participants in this Learning Study by drawing on the literature on micropolitics.
Updated: Oct. 04, 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 article delineates the many problems experienced by English language learners (ELLs) students within special education. The article also describes a set of preservice modules that were designed for special education teacher candidates to learn about and develop strategies for working with students of diverse language backgrounds. The authors conclude that only by infusing these principles into special education teacher training programs can we hope that future generations of ELLs will not repeat the experiences that past generations have had to endure.
Updated: Sep. 14, 2011