Search results for: English (second language)
Page 10/11 101 items
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
This survey study investigated high school science teachers’ challenges and needs specific to their growing English language learning (ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central Virginia participated in the survey. Results suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed.
Updated: Nov. 03, 2009
This study investigates the challenges that non-native pre-service English teachers experience in their target language use when they do their practicum in actual language classrooms. This study found that the common difficulties the student teachers encounter related to certain grammatical structures, explaining unknown words to students, modifying language according to students' level, and authenticity of the classroom language. Furthermore, the findings indicated that the language awareness training had a positive impact on the target language use of the pre-service English teachers.
Updated: Oct. 01, 2009
Narrative Inquiry for Teacher Education and Development: Focus on English as A Foreign Language in China
Teacher education and development takes place within an encompassing local system of education and ongoing forms of school improvement. The article presents a narrative inquiry approach to teacher development that builds on the existing educational system, ongoing school reforms, and culturally established ways of knowing and being.
Updated: Mar. 26, 2009
This research sheds light on the realities for teachers who have small numbers of EAL students in their mainstream classes, and the factors that influence their practice decisions with regard to these students. The inquiry was undertaken in four primary schools in the central North Island of New Zealand. In each school, 1 teacher in a Year 1-2 class and 1 in a Year 5-6 class participated in the research. The 8 class teachers had a range of general and EAL teaching experience. It was found that some teachers generated strategies for EAL students within the context of regular class instruction, whereas others worked with individual EAL students within the class.
Updated: Mar. 18, 2009