Search results for: English (second language)
Page 10/11 105 items
Teachers, Families, and Communities Supporting English Language Learners in Inclusive Pre-Kindergartens: An Evaluation of a Professional Development Model
The goal of the Teachers, Families, and Communities Supporting English Language Learners (TFC) project was to implement and evaluate a sustainable model of high-quality professional development focused on improving inclusive pre-kindergarten services for English Language Learners (ELL) and their families. Results indicate that the professional development program supported pre-kindergarten teachers in their efforts to be responsive to ELL children in their classrooms and with their families.
Updated: Sep. 05, 2010
Implementing A Spanish for Heritage Speakers Course in An English-Only State: A Collaborative Critical Teacher Action Research Study
The purpose of the article was to explore how a teacher was able to navigate the secondary school structure, community/national Discourse, and her own classroom pedagogy to implement the Spanish for Heritage Speakers course. Data suggested that teachers, school and district administrators, teacher-educators, and families in the community all played significant supporting roles in the effort to create a successful heritage language course at the secondary level. This collaborative research project generated recommendations for secondary teachers and administrators as well as teacher-training institutions.
Updated: Jun. 29, 2010
This study examines the relationship between students’ English language learner (ELL) status and their level of opportunity to learn (OTL) as a factor that may explain performance difference between ELL and non-ELL students. Results indicate that measures of classroom OTL are associated with student performance. Further, ELL students report a lower level of OTL as compared with non-ELLs. Such differential levels of OTL may indeed play a role in the lower performance of ELLs. The results of this study suggest that students’ ability to understand teacher instructions influences reported levels of OTL.
Updated: May. 25, 2010
Classroom-Level Curriculum Development: EFL Teachers as Curriculum-Developers, Curriculum-Makers and Curriculum-Transmitters
This qualitative study aimed to explore teacher curriculum approaches and the strategies attached to each approach. The study was grounded in teacher curriculum development, curriculum implementation, teacher development, student cognitive and affective change and constructivism. Working with English as a foreign language (EFL) teachers and mixed-nationality college students, the study reached a teacher curriculum approach classification comprising curriculum-transmission, curriculum-development and curriculum-making. It recommended alternatives for teacher, student and curriculum development, curriculum implementation and teacher training.
Updated: May. 09, 2010
In this article, the authors reflect on the preparation of teachers for English learners (ELs). The authors also articulate the importance of enhancing teacher knowledge through contact and collaboration with diverse ethnolinguistic communities. The authors build on recent research on the preparation of teachers for cultural responsiveness and linguistic diversity. The authors summarize the most recent research on culturally and linguistically responsive teacher preparation and focus on a framework that includes developing teacher knowledge through contact, collaboration, and community.
Updated: Apr. 27, 2010
Role Reversal within the Mentoring Dyad: Collaborative Mentoring on the Effective Instruction of English Language Learners
This mixed-methods investigation examined the collaborative mentoring of teachers in a large school system in the south-eastern United States. The investigation was guided by two purposes. The first was to examine collaborative mentoring as unstructured peer-to-peer coaching. The second was to examine how licensure courses contributed to the emergence of collaborative mentoring. After completing courses, 84 teachers reported significant increases in frequency and duration of interactions for sharing best practices with colleagues. Of 33 novice teachers recently trained in teaching ELLs, most found themselves mentoring veteran teachers yet untrained in teaching this student group.
Updated: Feb. 21, 2010
This study involved a group of Hong Kong English language student teachers who joined a six-week immersion programme in Auckland. The aim of the present investigation was to address our dearth of knowledge as to the impact of such a programme on student teachers, and the benefits that they could derive from it.
Updated: Jan. 12, 2010
Understanding our Learners and Developing Reflective Practice: Conducting Action Research with English Language Learners
This paper examines the ways in which action research projects can be used to socialize teachers to the teaching of English language learners (ELLs) as well as help these teachers develop reflective practice. The study explored the teachers' statements about the impact of the course work and the projects on their teaching and their beliefs about teaching ELLs.
Updated: Dec. 21, 2009
Competent Performances of Situated Identities: Adult Learners of English Accessing Engaged Participation
In this article, the author examines how the lived experiences of three adult learners of English in local (school-based and workplace-based) communities of practice both support and contradict the stated policies and pedagogical practices of the adult ESL program in which they are enrolled. The author relies on the view of Communities of Practice (CofP) framework and theories of engaged participation. The data come from a larger ethnographic study in which the author examined the experiences of women refugees. Findings show that while these adult learners of English managed to learn and adopt the practices of one community of practice, they remained excluded from legitimate membership in other communities of practice.
Updated: Dec. 14, 2009
This article attempts to identify the distinctive qualities of successful veteran teachers, referred to as “expert teachers”, which separates them not only from novice teachers but more importantly from experienced non-expert teachers. Based on earlier case studies, this article maintains that the critical differences between expert and non-expert teachers are manifested in three dimensions: their ability to integrate aspects of teacher knowledge in relation to the teaching act; their response to their contexts of work, and their ability to engage in reflection and conscious deliberation. The data drawn on in this article consist of case studies, spanning 18 months, of four ESL teachers in Hong Kong.
Updated: Dec. 02, 2009