Search results for: Second language instruction
Page 1/3 25 items
“Why I Don’t Teach as I was Trained”: Vietnamese Early Career ESOL Teachers’ Experience of Reality Shock
Trained intensively in teaching English for communication, beginning Vietnamese ESOL teachers still follow the traditional approach in their classroom, i.e., teaching for grammar-and-vocabulary exams. This contrast in pedagogical practices is caused by “reality shock”, which happens for most teachers during the first few years into teaching. The current study aims to explore how reality shock influences and transforms early career ESOL teachers’ teaching methodologies. It employs an interpretative case study research design to outline both external and internal factors that characterize reality shock. The results show that besides English education policy, students’ cooperativeness and professional support, the participants were also affected by their own pedagogical competence, beliefs, and attitudes. Recommendations for assessment policies, professional development and further research have also been put forward.
Updated: Aug. 03, 2022
This article explores how teachers make sense of the role of race in their practice in an ongoing way, in and through complexity of their everyday life both inside and outside of school. The author found that the teacher uses her touchstone to frame her interpretations and guide her pedagogical choices in the context of her classroom. The author concludes that racial touchstones are drawn from teachers' impactful personal experiences and are constructed in and through the dynamic contexts of their classrooms and schools. She recommends that efforts to support teachers in developing meaningful and authentic personal experiences of difference must be done with great care and must be sustained over time.
Updated: Dec. 16, 2018
Creating Spaces for Reflection on Learning to Teach a Foreign Language through Open Journals: A Canadian-Dutch self-study
This collaborative self-study examines the notion of writing reflectively in teacher education, and documents how student teachers in Canada and the Netherlands respond to their teacher educators’ reflective journals. The authors conclude that participating in such a study helped them to: engender a sense of teaching about teaching that goes beyond the simple delivery of ideas, information and theories about teaching and helps to create a bridge into the world of learning through experience.
Updated: Jul. 06, 2016
Questioning to Scaffold: An Exploration of Questions in Pre-service Teacher Training Feedback Sessions
This study explored trainer questioning strategies which aimed to scaffold development and learning in teacher training feedback sessions. Findings include a categorisation of different question types which seemed to prompt reflection and construction of knowledge. The data also suggest that trainees need varying levels of support through different question types to better scaffold their understanding of teaching.
Updated: Dec. 22, 2015
This study aimed at identifying the overall trends in beliefs about language learning of pre-service English as a foreign language (EFL) teachers in the Turkish context, thereby filling a gap in locally situated research. The findings reveal that the prospective Turkish teachers in this study hold a variety of beliefs about language learning. The findings strongly suggest that teacher education programmes should encourage prospective teachers to explore their beliefs, pay attention to any unrealistic beliefs or misconceptions they may hold, and challenge such beliefs with new information and knowledge.
Updated: May. 12, 2015
From the imagined to the practiced: A case study on novice EFL teachers’ professional identity change in China
This article examines the change of four novice EFL teachers’ professional identities in the first years of teaching in K-12 schools in China. the findings suggest that (1) novice teachers’ cue-based or exemplar-based imagined identities may change into rule-based or schema-based practiced identities as mediated by the mixed influences of the institutional contexts of school and the dynamic educational contexts; and that (2) the institutional pressures seem to cause the imagined identities to be negatively replaced, but the teacher’s perseverance and agency in seeking opportunities of professional development may ultimately determine the positive evolution of the imagined identities.
Updated: Feb. 08, 2015
Research Engagement as Identity Construction: Hong Kong Preservice Teachers’ Experiences of a Compulsory Research Project
This study examined the experiences of a group of six preservice English language teachers in Hong Kong as they prepared for, engaged in, and reflected upon a compulsory research project during the final year of their Bachelor of Education degree program. The article discusses the experiences of these preservice teachers in terms of the construction of their teacher identities. The findings illustrate the identity conflicts the preservice teachers experienced as their research engagement required that they cross institutional and educational boundaries to confront, question, and reject various identity positions, including ‘student teacher’, ‘full-time teacher’, and ‘teacher-researcher’. The article concludes that the lens of teacher identity can provide insights into how student teachers’ perceptions and experiences of research shape and are shaped by their understandings of themselves as teachers.
Updated: May. 07, 2014
This study follows 12 preservice teachers who tutored adult students learning English in a free evening class while simultaneously taking a course titled Community Literacy. In particular, the authors examine how this context supported them in developing tools for teaching; and how those tools were shaped by and constructed these teachers’ identities. The authors used discourse analysis to examine three preservice teachers’ cases and their ideas about language acquisition, literacy teaching and learning, and teacher/student roles in a cross-cultural teaching setting. The authors conclude that the preservice teachers drew on the tools that come from mentor texts and their experiences, and also the tools that students brought, in unique ways.
Updated: Mar. 30, 2014
Pre- and In-service Teachers’ Beliefs about ELLs in Content Area Classes: A Case for Inclusion, Responsibility, and Instructional Support
The current study documents differences between pre- and in-service content area teachers’ beliefs about: whether English language learners (ELLs) should be included in content area classes, the kind of instructional support (IS) they should receive, and responsibility for ELLs’ language and academic achievement. The findings revealed that pre- and in-service and female and male teachers held similar beliefs about ELLs’ inclusion in mainstream classes. However, several significant differences were found between both service and gender groups' beliefs about responsibility for ELLs’ language and academic development.
Updated: Dec. 18, 2013
The Confidence to Teach English Language Learners: Exploring Coursework's Role in Developing Preservice Teachers’ Efficacy
This article examines the organization of endorsement curricula to increase preservice teachers’ confidence in their ability to teach English Language Learners (ELLs). Specifically, the authors were interested to determine what methods of instruction were most effective in increasing preservice teachers’ sense of self-efficacy in teaching ELLs. This study showed that allowing preservice teachers to engage and collaborate actively in the endorsement content with others is a very effective method of instruction in order to improve their confidence in teaching ELLs. The preservice teachers in this study believed that they could teach ELL students and that the information that they learned and the instructional methods advocated in the content were integrative and helpful for all student learning and development.
Updated: Nov. 06, 2013