Search results for: English (second language)
Page 6/10 98 items
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
This article has two purposes: (1) to investigate how Taiwanese teachers of English as a Foreign Language turned experiences into critical reflections via journal writings and (2) to describe how they gauged critical reflections as teaching inquiry. The results indicate that critical reflection as teaching inquiry helped the teachers deal with situations of uncertainty, instability, and value conflict in multiple contexts. Critical reflections enhanced teachers' understanding and brought about changes in their awareness of instructional effectiveness and teaching beliefs in their practice.
Updated: Oct. 17, 2013
This essay aims to provide an overview of the challenges of accounting for students with disabilities (SWDs) and English learners (ELs) in the evaluation of mainstream teachers. The authors focus on the two prominent indicators of teaching quality—classroom observations and value-added scores. The authors conclude with recommendations for states and districts to ensure that teacher evaluation systems adequately and fairly account for these students.
Updated: Sep. 17, 2013
‘Let Them Fish’: Empowering Student-Teachers for Professional Development through the Project Approach
In this action research, the author used a project as an approach to relinquish control and empower the students to organize a seminar for their professional development. The data revealed that a significant learning point for the student-teachers was that communication and interpersonal skills were important in getting results from the top management and people of authority. The project was a process of change and self-discovery for the student-teachers. Students had to get over their resistance towards unwanted responsibilities and accept that in the real world, irrespective of their preferences, the job has to be done.
Updated: Sep. 16, 2013
Teacher Professional Development through Collaborative Action Research: Impact on Foreign English-Language Teaching and Learning
The authors are a group of English-as-a-foreign-language teachers at a secondary school in Argentina. The authors decided in 2011 to investigate their teaching practices through collaborative action research so as to improve their students’ learning opportunities and thus revitalise English-language teaching in their context. This report particularly focuses on the evaluation facets of their collaborative action research project so as to encourage other teachers and teacher-researchers to adopt collaborative action research to improve their own practices.
Updated: Aug. 27, 2013
Effectiveness and Impact of Technology-Enabled Project-Based Learning with the Use of Process Prompts in Teacher Education
The authors investigated the effectiveness and impacts of process prompts on students’ learning and computer self-efficacy within the technology-enabled project-based learning (PBL) context in an undergraduate educational technology course. The participants were thirty-five prospective teachers enrolled in a Web-Based Instruction for English Language Teaching (ELT) course. Students’ interviews and reflections revealed that process prompts were important in facilitating problem-solving efforts. The surveys showed significant gains on students’ computer self-efficacy after the completion of technology-enabled PBL.
Updated: Jul. 16, 2013
This study aimed to examine the differences in attitudes of teacher candidates before and after their short-term teaching experience with very young learners (VYL) of English. The findings suggest that the attitudes of teacher candidates changed substantially after their practice teaching experiences. Other findings suggest that a colorful atmosphere in the classroom and a variety of activities attract students' interest and help create a more successful learning environment.
Updated: Dec. 30, 2012
Teaching as Sheltering: A Metaphorical Analysis of Sheltered Instruction for English Language Learners
Sheltered instruction is a form of content-based instruction (CBI), a large collection of pedagogical models which integrate the teaching of academic subject matter with the teaching of another language. This article examines the complex intersections between a sheltering metaphor, sheltered instruction theory, and sheltered instruction in practice.The author uses the metaphor of sheltering as a provocative lens to consider episodes of sheltered instruction from three sheltered social studies classrooms.
Updated: Dec. 19, 2012
In the current paper, the author traced an English as a foreign language (EFL) teacher’s professional development by examining her narrative and identifying the transformation of her awareness or kizuki. The term Kizuki in Japanese culture implies a sudden feeling of inner understanding of a phenomenon and can be roughly translated as ‘becoming aware of’, ‘noticing’ or ‘realizing’. To show how powerful and important the concept is for teacher development in the Japanese context, the author studied team‐taught project‐based EFL learning in a Japanese junior high school for nine months.
Updated: Aug. 29, 2012