Search results for: English (second language)
Page 3/11 101 items
This study explores 10 pre-service English foreign language (EFL) teachers' motivation change in a Government-funded Normal Program in China. The findings reveal that the participants’ motivations experienced ups and downs in the process of learning to teach, which ultimately led to their enhanced intrinsic motivations towards teaching. Further, the authors found that the pre-service teachers' engagement with their peers and the teacher educators in the coursework facilitated their cognitive learning with positive influences on their self-efficacy and also brought them a sense of social connectedness, which together contributed to their motivational development.
Updated: May. 16, 2018
Preparing Teachers for Success with English Language Learners: Challenges and Opportunities for University TESOL Education
The study examines the role that university English to Speakers of Other Languages (ESOL) programs play in shaping inservice teachers’ work with English Language Learners (ELLs). The findings reveal that the ESOL endorsement program contributed positively to Wheatland Elementary teachers’ preparation for their transition to becoming a district ESL site. The results show that there was an increase in an appreciation of the use of students’ first language to facilitate comprehension of content and promote bilingualism. These results suggest that well-planned university programs influence even very experienced teachers and those who may be ambivalent toward ESOL endorsement mandates, and policies that limit the requirements for those seeking state ESOL endorsement may be ill advised.
Updated: May. 16, 2018
Teachers’ Professional Knowledge for Teaching English as a Foreign Language: Assessing the Outcomes of Teacher Education
This paper offers a conceptualization and operationalization of the professional knowledge of future middle school teachers for teaching English as a foreign language (TEFL), whom the authors directly assessed using tests developed by the research group. The authors conclude that test score differences by phase and program as shown in this study are well aligned to certain priorities laid down in the initial teacher education curriculum. The authors consider this as evidence for the curricular validity of the tests. The authors suggest that the tests could be used to inform about learning progress of student teachers throughout their teacher preparation program.
Updated: Sep. 25, 2017
Culturally Efficacious Mathematics and Science Teacher Preparation for Working with English Learners
The authors argue that mathematics and science teachers must be culturally efficacious and engage in responsive practices to work effectively with English learners (ELs). They claim that the design of teacher preparation programs plays an integral role in the efficacy development of the teacher. The findings reveal that program and school-context experiences work in tandem to support mathematics and science teachers’ efficacy in working with ELs. The qualitative evidence indicates that these secondary mathematics and science teachers are supported through Accelerated Teacher Education Program (ATEP) to become culturally efficacious. Specifically, for mathematics and science teachers working with ELs, ATEP program sources of efficacy include the cohort model–community of practice.
Updated: Sep. 05, 2017
The current study explored the influence of a university-based student teaching program in rural East Africa on the beliefs of four preservice teacher participants. In conclusion, this article has presented the perspectives of four participants who student-taught in East Africa for 8 weeks as part of their student teaching requirement at a Western university. Each of the participants had unique and valuable experiences that shaped the ways in which he or she worked to become an educator in a rural East African community. The authors argue that the program shaped the participants' beliefs about teaching and continues to be an experience they reflect on in their lives.
Updated: Sep. 04, 2017
Cultivating a Teacher Community of Practice for Sustainable Professional Development: Beyond Planned Efforts
This article reports a series of planned efforts on cultivating a group of teachers of English as a second language (ESL) into a community of practice (CoP) for sustainable professional development over a period of 10 months. This case study shows that planned efforts enabled teachers from different backgrounds to learn and develop as a professional and as a CoP. This community could be developed through different stages. The authors learn that sensitivity, honesty, self-awareness, and individual commitment of the participating teachers helped resolve tensions and dissonances arising out of different teaching approaches.
Updated: Aug. 15, 2017
“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