Thematische Bibliographien / Assistant Language Teacher

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Auswahl der wissenschaftlichen Literatur zum Thema „Assistant Language Teacher“

Autor: Grafiati

Veröffentlicht am 30. Juni 2021

Zuletzt aktualisiert am 9. Februar 2022

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Zeitschriftenartikel zum Thema "Assistant Language Teacher"

Keane, Lisa, und Laura Rogers. „Using What You Have: Training Teacher Assistants as Speech-Language Assistants“. Perspectives on School-Based Issues 10, Nr. 1 (März 2009): 19–22. http://dx.doi.org/10.1044/sbi10.1.19.

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Abstract The “Speech-Language Assistant (S/L Assistant or SLA) Model” in Broward County Schools was created to assist the speech-language pathologist (SLP) with the continuing effort to provide quality programs to students with speech and language impairments. Through the perseverance and dedication of a group of SLPs and the organization SPEECH (Speech Language Pathologists Energetically Effecting Change), a 3-year study called The Speech Language Improvement Plan was initiated. The study demonstrated that the use of S/L assistants increased dismissal rates, allowed for better caseload management, and improved the student / SLP ratio. In order to maintain consistency and fidelity of the SLA Model, specific requirements were established. Consideration of the S/L Assistant Model for a school requires that the school administrator and SLP review caseload, workload, and budget factors to determine the needs of the students. There are limitations to the responsibilities of an S/L assistant that must be taken into consideration as well. Training of the S/L assistant includes a variety of activities, readings, and observations along with verification of competencies.

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Ergenç, Leman. „„So Many Languages I Have Studded – Persian, Arabic, Azerbaijani, Turkish and … at the End Assistant Teacher““. Balkanistic Forum 30, Nr. 2 (01.06.2021): 11–21. http://dx.doi.org/10.37708/bf.swu.v30i2.1.

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The story of Leman Ergenç, professor of Linguistics about her life in Bulgaria and Turkey. She was born in 1937 in Harmanli. In 1955 she graduated from Turkish Pedagogical School in Sofia and departed for Baku, where she studded Turkish Language and Literature and Psychology as a second subject. When she turned to Bulgaria she worked as assistant – teacher, translater in the Plovdiv library and teacher. In 1967 she emigrated to Turkey – she was invited by her relatives in Edirne to be their guest and decided not to turn back to Bulgaria. At the beginning she worked as high school teacher in the town and then she started her job as teacher of Russian language at Ankara University. Later she founded Bulgarian Philology in Ankara University.

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Sutherland, Sean. „'Real English' in Japan : team teachers' views on nativeness in language teaching“. Journal of English Studies 10 (29.05.2012): 175. http://dx.doi.org/10.18172/jes.186.

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In Japan, English is often taught by teams composed of a local Japanese teacher of English (JTE) and a native English speaking assistant English teacher (AET). This form of team teaching is typically assumed to be beneficial as it provides the students with exposure to models of native English which they would otherwise not encounter. Research has found that students and JTEs approve of team teaching as it provides students with motivation to study a language that would otherwise have little relevance to their daily lives. Less research has been done to explore how team teaching affects the JTEs with regards to their feelings about their own skills as English language users. In this paper, based on interview research with JTEs, I argue that team teaching reinforces the dichotomy between native and non-native speakers to the detriment of both Japanese teachers and their students.

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Baker, Lottie. „From learner to teacher assistant: Community-based service-learning in a dual-language classroom“. Foreign Language Annals 51, Nr. 4 (09.10.2018): 796–815. http://dx.doi.org/10.1111/flan.12363.

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Hasanah, Nurul, und Pratiwi Tri Utami. „Emerging Challenges of Teaching English in Non-native English-Speaking Countries: Teachers’ View“. English Language Teaching Educational Journal 2, Nr. 3 (29.02.2020): 112. http://dx.doi.org/10.12928/eltej.v2i3.1134.

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Teaching English to students, particularly non-English speakers, requires proper strategies and methods. By doing so, each teacher has his/her challenges. This study intends to unveil the emerging challenges faced by English teachers from non-native English-speaking countries (non-NESCs) such as China, Japan, Thailand, Senegal, Mongolia, Cambodia, and Laos. This study stands on to answer two research questions: 1. What are the challenges of teaching English in non-native English-speaking countries? 2. Is there any effort to overcome the challenges? If so, how do they overcome it? By utilizing the qualitative method, seven teachers are interviewed to tell their challenges. The result indicates three main problems, including learning materials which do not cover students’ need, too big classroom size and school environment, and also students’ low motivation. Some programs are conducted to overcome those challenges. For example, Japan has an Assistant Language Teacher (ALT) who comes once a week to cooperate with the English teacher in each school. Then, Volunteer English Teacher (VET) program helps English Teachers in Laos.

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Sadighi, Firooz, Fatemeh Jamasbi und Sara Ramezani. „The Impact of Using Dynamic Assessment on Iranian’s Writing Literacy“. Theory and Practice in Language Studies 8, Nr. 9 (01.09.2018): 1246. http://dx.doi.org/10.17507/tpls.0809.21.

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Although using Dynamic Assessment especially in educational setting has been revealed to be a useful approach in helping learners to achieve higher levels of learning, not much consideration has been given to the role of teacher mediation through Dynamic Assessment in teaching writing literacy (Persian language). This study aimed to explore possible effects of teacher mediation on Iranian students’ Persian writing skills. To this end 30 Iranian Persian students were selected as participants of the study. The treatment group was taught writing skill through DA by using Flexible mediation, but the control group without receiving any mediation. A non-dynamic pre- and post-test writings were given to both groups to determine any differences in their writing performance. At the end of the treatment a semi-structured interview was used to know the experimental group’s opinion about their teacher’s assistance. The data was subjected to the statistical procedure of t-test and the results indicated that not only all the students of experimental group outperformed the students of control group but according the semi-structured interview, DA acted as low affective filter for them since they saw teacher as an assistant during their writing and their improvement increased their motivation.

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Wishart, Jocelyn. „Challenges faced by modern foreign language teacher trainees in using handheld pocket PCs (Personal Digital Assistants) to support their teaching and learning“. ReCALL 20, Nr. 3 (21.08.2008): 348–60. http://dx.doi.org/10.1017/s0958344008000736.

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AbstractThis study addresses the challenges faced by Modern Foreign Language teacher trainees when asked to investigate the potential of a Personal Digital Assistant to support them both in their learning and in their teaching during their training year. Personal Digital Assistants (PDAs) such as the Windows Pocket PCs used in this study have previously been found supportive by trainees in other professions with a large information content. Modern Foreign Languages (MFL) was chosen as the subject for this investigation as a particularly wide range of potential opportunities specific to MFL was foreseen. These opportunities ranged from supporting student teachers' learning by enabling access to email and other internet resources wherever they were based to enabling ‘on the spot’ audio or video recordingto support their teaching. For this investigation, seven student teachers from an MFL initial teacher training programme were loaned PDAs for the duration of their course. This paper reports on interviews conducted at the end of the training year with six of the student teachers in order to elicit their views on the PDAs they were loaned. They were all experienced information technology users and willing to explore the devices but there had always seemed to be a preferred alternative technology available either at home or in the classroom. Their reports shed much light on the current climate in schools and subject culture pressures as interpreted by student teachers in MFL departments but told us only a little about the functionality of a PDA and how it can support mobile assisted language learning. The socio-cultural context within the MFL departments where the trainees were placed meant that they did not feel comfortable about exploring the PDA functionality. They were not yet confident in their pedagogical identities and mostly felt they could not disrupt the established practice with the novel technology. However, when the devices were used, applications that appeared most effective in supporting learning to teach MFL with PDAs were those that enabled the capture of on-the-spot events and reflections. This could be either through the inbuilt recording functions, especially video, or by making notes using either the on-screen keyboard or by handwriting recognition.

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Balgoa, Nelia G. „Filipino English Teachers in Japan: “Nonnativeness” and the Teaching and Learning of English“. Journal of Language Teaching and Research 10, Nr. 2 (01.03.2019): 256. http://dx.doi.org/10.17507/jltr.1002.06.

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A feature of the Japan Exchange and Teaching (JET) Program, which aims to internationalize Japan and to improve the English-speaking ability of its students, is the hiring of Assistant Language Teachers (ALTs) who are described by the Japanese government as native-level speakers of English working in Japanese classrooms. By using critical applied linguistic which focuses on questions of power, difference, access and domination in the use of the English language (Pennycook, 2001), this paper examines the motivations of the Filipino teachers as ALTs, the processes of international teacher recruitment and how their 'nonnativeness' reconfigure their identity as nonnative English speaker teachers (NNESTs) and Filipino migrants. Data from in-depth interviews and focus group discussions of Filipino ALTs and Japanese teachers show that English is both motivation and vehicle for migration and settlement for the Filipino teachers. “Nonnativeness” requires from them reconfiguration of their identity which entails them to sound native, counteract perceived forms of discrimination and assess their roles in the spread and use of English. This “nonnativeness” is a repudiation of their skills and qualifications as English teachers thus, paving the way for an interrogation of language ideologies, and of linguistic and racial identities.

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Nishihori, Yuri, Chizuko Kushima, Yuichi Yamamoto, Haruhiko Sato und Satoko Sugie. „Global Teacher Training Based on a Multiple Perspective Assessment“. International Journal of Information Systems and Social Change 2, Nr. 1 (Januar 2011): 16–30. http://dx.doi.org/10.4018/jissc.2011010102.

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The main objective of this project is to design and implement Web-based collaborative environments for a global training based on a multiple perspective assessment for future and novice ALTs (Assistant Language Teachers) who will come to Japan from various parts of the world. The system was created in order to give better chances to acquire professional knowledge in advance with support from experienced senior teachers, both Japanese teachers and former ALTs. Computer Support for Collaborative Learning (CSCL) was adopted as a platform for their online discussion with much focus on multiple perspective assessment to support social and personalized aspects such as individual accountability and contribution to the collaboration. Initial results are reported using the analysis of system design and the Web-based questionnaire answered by the participants involved in this knowledge-building forum.

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Siwei, Yue, und Wang Xuefei. „Teaching Approach of Theory-Centered Course for Freshmen of Business English Major: A Case Study of “Research Methodology” Course“. English Language Teaching 12, Nr. 3 (18.02.2019): 191. http://dx.doi.org/10.5539/elt.v12n3p191.

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This study explores the teaching approach of the general courses of theoretical knowledge targeted at the freshmen based on a pilot study of the course Research Methodology in School of English for International Business (SEIB) in Guangdong University of Foreign Studies. A questionnaire survey of 163 freshmen who take the course at two consecutive terms indicates that the course is pedantic and lectures’ inputs are invariable and the teacher participation is insufficient. After implementing a teaching reform against these defects, the methods of adopting case study and improving teacher participation meet the expectation of students in spite that the teacher participation is over-performed. Meanwhile, the pedantic attribute of the course remains even with an attempt to diversify the lecture inputs and to reduce the ratio of English to Chinese as the working language in lectures. This study suggests that the general courses of theoretical knowledge should be put off to the second year of university. Flipped classroom philosophy is recommended where the pre-class preparation is enforced and the teacher performs as a learning assistant for the students when executing research projects.

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Dissertationen zum Thema "Assistant Language Teacher"

Smith, Elliot. „Effectiveness of English teaching with JET Programme Assistant Language Teachers and Japanese Teachers of English : Team Teaching Perceptions through Team Interviews“. Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194683.

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This research seeks to develop further understandings of effectiveness of the Japan Exchange and Teaching (JET) Programme. The JET programme is an internationalisation programme of which employs primarily native English language speakers into the role of Assistant Language Teachers of whom aid in teaching English within school settings across Japan. Inspiration to undertake the project arose through an observation that previous research into the JET programme displays an overwhelmingly negative perspective of the programme’s effectiveness, not least due to the consistent reduction in Japan’s perceived foreign language attainment rates in recent years. This study seeks to develop a new angle of understanding regarding the JET programme, namely through analysing its Assistant Language Teacher’s and Japanese Teachers of English’s perceptions of their own experiences within the programme, and what they each determine effectiveness to be within their own roles. These perceptions were elicited through joint interviews with pairs of Assistant Language Teachers and Japanese Teachers of English of whom work or worked together. Four interviews took place harbouring two participants in each, totalling eight participants. Through utilisation of thematic and multimodal analytical methodologies in tandem, participant pairs’ individual and collaboratively created perspectives were attained. Results displayed the importance of individual relationships towards effectiveness within participants’ working lives. Effectiveness was primarily displayed through empathetic understanding and supporting one another, alongside actions of which allowed participants to challenge the JET programme together and empower their own relationships in the process. Further, theoretical frameworks of language teacher effectiveness are utilised and display intriguing results pertaining to how participants fulfil their working roles, and how these roles act in empowering potentially problematic norms of what a native speaker is.

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Anderson, Roger W. „A Multiple Case Study of International Teaching Assistants’ Investment in an ITA Training Class“. The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587728379964874.

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Youssef, Soha. „International Teaching Assistant (ITA) training program at Bowling Green State University: Putting the needs of ITAs and the expectations of undergraduate native English-speaking students (NESSS) in conversation“. Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522601913474312.

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Liaw, En-Chong. „"How are they different?" a comparative study of native and nonnative foreign language teaching assistants regarding selected characteristics: teacher efficacy, approach to language teaching/teaching, teaching strategies and perception of nativeship /“. The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092324144.

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Lawson, Emily M. „THE RELATIONSHIP BETWEEN TEACHING BELIEFS AND PRACTICES AS PERCEIVED BY LANGUAGE GRADUATE TEACHING ASSISTANTS“. OpenSIUC, 2019. https://opensiuc.lib.siu.edu/theses/2598.

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In order to equip teachers for the complexity of their job, teacher education programs have shifted away from training teachers in exactly what to do, focusing instead on how to approach the classroom. Teacher educators are working towards programs that develop beliefs that directly and positively affect the actions of teachers in the classrooms (Darling-Hammond, 2006). One particularly interesting case of teachers-in-training are graduate teaching assistants (GTAs), because they are both students and teachers simultaneously. In addition, GTAs are often learning how to teach while organizing, managing, and instructing classes, with varying levels of experience, training, responsibility, and support (Jordan & Howe, 2018; Patel, 2017). Although there is a body of work exploring the roles GTAs play as students and in institutions (Jordan & Howe, 2018; Park, 2004), GTAs have not generally been examined as classroom teachers. This study explores language GTAs’ beliefs about teaching, how their beliefs connect to their practice, and factors that affect their ability to implement their beliefs using data collected through semi-structured interviews and classroom observations. The findings show that GTAs (1) describe, instead of state, their beliefs focusing on classroom atmosphere and communicative language teaching factors; (2) are able to demonstrate their beliefs at least some of the time in their teaching; and (3) report contextual factors, such as time constraints and departmental training, that both hinder and facilitate their ability to implement their beliefs in their practices. Based on these findings, it is suggested that GTAs be provided opportunities to explicitly identify and reflect on their beliefs, make clear and accurate connections between their teaching and their beliefs, and experience an appropriate balance of support and autonomy. These suggestions are made so that GTAs might be more successful in integrating their beliefs and practices in ways that allow them to fulfill their roles as students and teachers well.

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Angus, Katie Beth. „Meeting the Needs of Foreign Language Teaching Assistants: Professional Development in American Universities“. Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/318794.

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In our post-9/11 globalized society, the bifurcated governance structure that has traditionally dominated foreign language (FL) departments is no longer desirable. According to the 2007 Modern Language Association (MLA) report entitled "Foreign Languages and Higher Education: New Structures for a Changed World," these departments need to strive to create "educated speakers who have deep translingual and transcultural competence" (p. 3). Whereas the report outlined in detail the implications this goal would have on undergraduate education, it made only two references to FL graduate students: programs should "provide substantive training in language teaching and in the use of new technologies" (p. 7) and should "enhance and reward graduate student training" (p. 8). This relative lack of attention is indicative of an undervaluation of graduate student teaching and professional development, despite the substantial percentage of university-level instruction provided by FL Teaching Assistants (TAs) (Laurence, 2001) now and in the foreseeable future. The goal of this dissertation is to better understand the current state of TA professional development, by exploring the perspectives of the TAs themselves. Previous studies (e.g., Brandl, 2000; Gonglewski & Penningroth, 1998) have surveyed and interviewed TAs about their professional development experiences. The present study updates and expands upon these studies, both in the scope of the questions asked and the range of participants. The first article explores the place and role of technology in the professional development of TAs by using data from the syllabi of teaching methodology courses (N = 31). The second article uses data from online questionnaires (N = 94) and Skype interviews (N = 16) to understand what TAs think they need to be successful in their current and future teaching positions, what professional development opportunities they participate in, and which factors limit their participation in some of them. The last article presents data from the same questionnaires and interviews about which professional development opportunities TAs consider to be helpful, what they find helpful about each activity, and what recommendations they have for improved professional development. All three studies address implications for graduate student education.

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Zha, Shenghua. „The effects of a technology-supported training system on second language use strategies for international teaching assistants“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4480.

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Thesis (Ph.D.)--University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 2, 2007) Vita. Includes bibliographical references.

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Mersh, Irene E. „Supporting children's acquisition of language and literacy : an investigation into the work of classroom assistants in mainstream primary schools“. Thesis, n.p, 2001. http://oro.open.ac.uk/18813.

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Keith, Karin J., und Renee Rice Moran. „Qualitative Training Workshops for Graduate Assistants“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3619.

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Crump, Alison. „Examining the role of assistant language teachers on the JET Programme within the context of Nihonjinron and Kokusaika: perspectives from ALTs“. Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18411.

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This study investigates consequences of hiring native English speakers, many of whom are untrained as teachers, to teach English in foreign language contexts. The focus is on Assistant Language Teachers (ALTs) on the Japan Exchange and Teaching (JET) Programme. Two discourses, nihonjinron (theories of Japanese distinctiveness) and kokusaika (internationalisation), upon which the programme is founded, provide the framework for analysis. Through surveys and interviews, ALTs' attitudes towards the global spread of English and models of English teaching are elicited. Participants were 120 ALT alumni from the five Inner Circle (Kachru, 1985) countries. Surveys yielded quantitative and qualitative data. Content analysis of four in-depth interviews complements the analysis of survey findings. Results reveal a general lack awareness of the global role of English and its impact on English teaching. The major implication is that training could alleviate many of the consequences that follow from this result.
La présente étude examine les conséquences de l'embauche, comme enseignants, de personnes de langue maternelle anglaise pour dispenser des cours d'anglais dans des pays étrangers; ces nouveaux enseignants n'ayant pour la plupart pas suivi de formation à cette fin. Nous nous sommes intéressés plus particulièrement aux auxiliaires d'enseignement au sein du programme Japan Exchange and Teaching (JET). Le cadre théorique se construit à partir des deux discours sur lesquels ce programme est fondé: le nihonjinron (théories de particularités japonaises) et le kokusaika (théorie de l'internationalisation). À travers des sondages et des entretiens, nous avons examiné l'attitude de 120 auxiliaires d'enseignement, originaires des cinq pays du cercle intérieur (Kachru, 1985), face à l'expansion globale de l'utilisation de l'anglais et face aux différents modèles d'enseignement de l'anglais. Nos sondages visaient la collection de données tant qualitatives que quantitatives. De plus, le contenu de quatre entretiens nous a permis d'approfondir l'analyse des résultats des sondages recueillis. Nos résultats révèlent un manque général de connaissance concernant le rôle mondial de l'anglais et des impactes qui en découlent pour l'enseignement dispensé. Une formation adéquate des enseignants devrait atténuer les conséquences néfastes qu'un tel manque de connaissance peut engendrer.

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Bücher zum Thema "Assistant Language Teacher"

Lancaster, Gwen. Developing speech and language skills: A resource book for teachers, teaching assistants, and speech and language therapists. London: Routledge, 2008.

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Lange, Dale L. The teaching of culture in foreign language courses. Washington, DC: Center for Applied Linguistics, 1998.

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Ashbaker, Betty Y. Assisting with early literacy instruction: A manual for paraprofessionals. Upper Saddle River, N.J: Pearson, 2011.

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Ashbaker, Betty Y. Assisting with early literacy instruction: A manual for paraprofessionals. Boston: Prentice Hall, 2011.

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Byrnes, Heidi. Reading in the beginning and intermediate college foreign language class. Washington, DC: Center for Applied Linguistics, 1998.

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Borjas, George J. Foreign-born teaching assistants and the academic performance of undergraduates. Cambridge, MA: National Bureau of Economic Research, 2000.

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Techniques for teachers: A guide for nonnative speakers of English. Ann Arbor, Mich: University of Michigan Press, 1991.

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Pickett, Anna Lou. A core curriculum & training program to prepare paraeducators to work with learners who have limited English proficiency. New York, N.Y: National Resource Center for Paraprofessionals in Education and Related Services, Center for Advanced Study in Education, Graduate School and University Center, City University of New York, 1998.

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Robin, Page. Working With Your Foreign Language Assistant (Handbook for Language Teachers , Vol 9). Stanley Thornes Publishers, Ltd, 1997.

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Becoming a Higher Level Teaching Assistant: Primary English (Higher Level Teaching Assistants). Learning Matters, 2006.

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Buchteile zum Thema "Assistant Language Teacher"

Yokoyama, Takahiro. „Official and Realized Hiring Policy of Assistant Language Teachers in Japan“. In Global Perspectives on Language Education Policies, 106–16. New York ; London : Routledge, 2018. | Series: Global Research on Teaching and Learning English Series: Routledge, 2018. http://dx.doi.org/10.4324/9781315108421-9.

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Alemi, Minoo, Ali Meghdari, Nasim Mahboub Basiri und Alireza Taheri. „The Effect of Applying Humanoid Robots as Teacher Assistants to Help Iranian Autistic Pupils Learn English as a Foreign Language“. In Social Robotics, 1–10. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25554-5_1.

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„Toward a Comprehensive Conceptualization of Teaching Assistant Education: Contents, Commitments, Structures“. In Second Language Teacher Education, 159–80. Routledge, 2013. http://dx.doi.org/10.4324/9781410611130-16.

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Bristow, Mackenzie, und Mike Lehman. „Graduate teaching assistant education for Global English ecosystems“. In Language Teacher Education for Global Englishes, 108–13. Routledge, 2021. http://dx.doi.org/10.4324/9781003082712-19.

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Tigert, Johanna M., und Argyro Aloupis Armstrong. „Teaching for Diversity Online“. In Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners, 1–19. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8283-0.ch001.

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Existing gaps in teacher education programs impact programs' ability to provide teachers with effective teaching practices for use in diverse classrooms. Higher education institutions attempting to address culturally relevant pedagogy through online courses struggle to create meaningful learning opportunities for students especially when they do not have opportunities to work with diverse populations outside of class. This chapter discusses the challenges a higher education faculty member and her doctoral assistant faced when teaching an accelerated 10-week online course titled Educating Diverse Populations. The asynchronous nature of the online course and the optionality of the online group chats disrupted the process of class dialogue and interactions normally found in traditional face-to-face courses. However, reflecting on a variety of autobiographical resources and participating in weekly discussion posts assisted students to better incorporate culturally relevant pedagogy into their teaching practices.

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Perez, Grisel M. Garcia. „Mentoring Teacher Assistants to Use Online Tools“. In Language Learning and Literacy, 701–15. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch036.

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This chapter indicates how a group of Teaching Assistants (TAs) was trained in the use of technology to help students enrolled in large first year Spanish classes excel in learning of Spanish as a foreign language. Framed by the Communities of Practice theory proposed by Wenger (1998), this study supports the theory that by examining their practices, trainees may become more effective in what they learn. Six TAs participated in the study and their reflection-on-action logs were examined and compared to the trainer's personal observations. Interpretation of the results was then carried out by comparing parallel and dissimilar ideas which were then used as focus for discussion. Outcomes support the theory that communities of practice and reflective inquiry are valuable teacher training tools.

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Di Sabato, Bruna, Letizia Cinganotto und Daniela Cuccurullo. „Il profilo dell’insegnante di lingue nell’era del CLIL“. In Studi e ricerche. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-227-7/030.

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The implementation of Content and Language Integrated Learning strategies in the Italian school is consistent with the current European trend in research and educational policy. At the same time, however, these strategies highlight a number of peculiar features, amongst which the outstanding investment in training devoted to in-staff secondary school content teachers. Such training aims to enable teachers to acquire the necessary linguistic and methodological competence by combining their content discipline and the vehicular language without any recourse to foreign language teacher collaboration and/or assistance. Only lately has the role of both foreign and Italian language teachers in CLIL environments been is reconsidered by the Italian stakeholders and a series of corrective measures have been adopted. To ensure that such positive actions result in a positive outcome, the first priority is to grant the Italian foreign language teacher a profile tailored upon those highlighted by EU research and initiatives among top priorities. In 2014 Letizia Cinganotto e Daniela Cuccurullo set up the online Techno-CLIL course, followed by two further editions in 2016 and 2017: the 5,000 participants possess different nationalities, therefore providing a unique opportunity to investigate the actual teaching of foreign languages in content and language integrated pedagogy and the foreign language teacher profile at an international level. After a brief introduction to CLIL in both national and European contexts, and a presentation of the Techno-CLIL learning design, the authors will illustrate the research procedure and the initial data gathered through a survey involving this international community of language teachers and trainers with the aim of shedding new light on the language teacher profile in the CLIL era.

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Perez, Grisel M. Garcia. „Mentoring Teacher Assistants to Use Online Tools“. In Preparing Foreign Language Teachers for Next-Generation Education, 245–60. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0483-2.ch013.

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„What can teachers learn from the language that children use?“ In Primary Teaching Assistants Curriculum in Context, 50–56. Routledge, 2014. http://dx.doi.org/10.4324/9780203422090-12.

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Shi, Hong, und Maria Martinez Witte. „Self-Directed Language Learning, Asian Cultural Influences, and the Teacher's Role“. In Emerging Self-Directed Learning Strategies in the Digital Age, 109–40. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3465-5.ch006.

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The purpose of this chapter is to identify cultural influences on self-directed language learning. Self-directed language learning may take place in the classroom environment, but mainly goes on outside of the classroom, and how students regulate this aspect of learning is crucial to their language learning and academic success. Autonomy is a key characteristic of western education while some aspects of collectivist culture appear to be impediments to autonomous learning. Culture influences learners' beliefs about the learner and teacher's relationship and their perceived roles in language learning. Students accustomed to more teacher-centered classrooms need to be given time and support to make the transition to new forms of learning. Teachers are suggested to provide guidance and assistance for learners, such as scaffolding, strategy teaching and self-assessment to encourage independent and autonomous learning to promote learners' self-confidence, motivation, abilities and skills for lifelong learning.

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Konferenzberichte zum Thema "Assistant Language Teacher"

Nishihori, Yuri, Chizuko Kushima, Yuichi Yamamoto, Haruhiko Sato und Satoko Sugie. „Global Teacher Training Based on a Multiple Perspective Assessment: A Knowledge Building Community for Future Assistant Language Teachers“. In 2009 IEEE/WIC/ACM International Joint Conference on Web Intelligence and Intelligent Agent Technology. IEEE, 2009. http://dx.doi.org/10.1109/wi-iat.2009.268.

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Zhou, Peng, Xiuling Wang, Ulises Morales und Xiaoli Yang. „Integration of Virtual Reality and CFD Techniques for Thermal Fluid Education“. In ASME 2017 Heat Transfer Summer Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/ht2017-4793.

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Engineering courses such as thermodynamics, fluid mechanics and heat transfer always involve many abstract math, physics concepts and equations — which are difficult to teach and understand. As fundamental courses in engineering programs, they are sometimes taught in big class size — where students may not receive adequate attention and assistance from instructors. To improve the teaching and learning efficiency, we proposed to develop virtual reality based interactive modules for learning computational fluid dynamics. In this paper, case-study learning module is demonstrated for conduction heat transfer. The programming languages of C# and Unity3D were used for the software development. Computational fluid dynamics simulation results obtained from ANSYS/FLUENT were incorporated in the program. The program has the integrated modules of mobility, interactivity, and controllability for the 3D modeling and simulations. Each module was developed separately for facilitating the program management, extension, and upgrades in the future. The developed interactive programs, incorporating rich, interactive, and engaging learning contexts, will help students gain and apply knowledge to solve real-world problems in mechanical engineering.

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