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Silva, Marimar da. "Teacher knowledge in english language teacher education." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93004.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2009Made available in DSpace on 2012-10-24T15:06:42Z (GMT). No. of bitstreams: 1 270765.pdf: 607810 bytes, checksum: 81d4d6f61fd8f23bb6ba97d6ba9eee28 (MD5)
This study, qualitative in nature and grounded theory in approach, aims at investigating the concept of teacher knowledge in the area of English language teacher education in the writings of three Brazilian applied linguists with a view to conceptualizing it. Data collection and analysis, based on grounded theory strategies, consist of theoretical and empirical studies on English language teacher education produced between the beginning of 1990 and 2000 by José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes, and João Antonio Telles. The analysis of the ideas of these three Brazilian applied linguists on the education of the English language teacher unveiled that they suggest to adopt (1) the knowledge construction paradigm for professional education, (2) the applied-science reflective model or the craft-reflective model for teacher education, and (3) research of ethnographic nature to approach teachers# reflective practices. In addition, they view teacher knowledge (a) as a cognitive construction, (b) as a social-cognitive construction, and (c) as an experiential construction. As a cognitive construction, teacher knowledge focuses on the development of teachers# competences; as a social-cognitive construction, on teachers# awareness on how discourse works in the social construction of meanings; and as an experiential construction, on teachers# awareness on their personal practical knowledge. The present study suggests that the three applied linguists# views of paradigms of professional education, models of teacher education, approaches to reflective practices, and views of teacher knowledge are related to the way they view how the relation between the teacher and knowledge is constructed. Since that view varies, the present study suggests that teacher knowledge will tend to be a multi-nature concept. In addition, this study points out, on the one hand, a possible fragmented view of the concept of teacher knowledge and of the education of the English language teacher. On the other hand, it acknowledges that the paradigms, models, approaches and views of teacher knowledge suggested by the three applied linguists reflect the development of scientific investigation throughout the history of mankind. Finally, the present study suggests widening the theme studied here, including not only the ideas of other Brazilian applied linguists, but also their empirical studies to get a more precise view of the concept of teacher knowledge in the area of English language teacher education in Brazil.
Este estudo, de natureza qualitativa e embasado na teoria fundamentada, visa investigar o conceito the conhecimento docente nos escritos de três linguistas aplicados brasileiros, com o objetivo de conceituá-lo. Os dados, estudos teóricos e empíricos sobre a formação de professor de inglês, produzidos entre o início de 1990 e de 2000 por José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes e João Antonio Telles, foram coletados e analisados com base nas estratégias da teoria fundamentada. A análise das idéias dos três linguistas aplicados brasileiros sobre a formação de professor de língua inglesa revelou que eles sugerem adotar (1) o paradigma de construção de conhecimento para a formação profissional, (2) o modelo reflexivo de ciência aplicada ou o modelo reflexivo experencial para a formação de professores, e (3) a pesquisa de base etnográfica para a abordagem de práticas reflexivas. Adicionalmente, eles vêem o conhecimento docente como (a) uma construção cognitiva, (b) como uma construção cognitiva-social, e (c) como uma construção experencial. Como uma construção cognitiva, o conhecimento docente está centrado no desenvolvimento de competências; como uma construção cognitiva-social, nas práticas discursivas; e como uma construção experencial, no conhecimento prático pessoal do professor. O presente estudo sugere que as concepções dos linguistas aplicados sobre paradigmas de formação profissional, modelos de formação de professores, abordagens de práticas reflexivas e concepções de conhecimento docente estão relacionadas a sua visão de como a relação entre o professor e o conhecimento docente é construída. Tendo em vista que os três linguistas aplicados têm visões diferentes de como esta relação é construída, este estudo sugere que o conhecimento docente tenderá a ser um conceito de naturezas múltiplas. Este estudo também alerta para uma possível visão fragmentada do conceito de conhecimento docente e da formação de professor de língua inglesa. Entretanto, ele também reconhece que os paradigmas, modelos, abordagens e concepções de conhecimento docente refletem o desenvolvimento de investigações científicas ao longo da história da humanidade. Por fim, o presente estudo sugere ampliar o tema aqui investigado, incluindo não somente as idéias de outros linguistas aplicados brasileiros, mas também seus estudos empíricos a fim de que uma visão mais precisa do conhecimento docente na área de formação de professor de língua inglesa possa ser delineada no Brasil.
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Murray, Neil Langdon. "Communicative language teaching and language teacher education." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019210/.
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This study explores a basic paradox. On the one hand, innovations thatappear in the field of language teaching - or indeed any other field ofendeavour - in order to be maximally effective, need in some way to beincorporated into the contexts of their application. However, such contextsare often unfavourable to the reception of new ideas which consequentlyneed to undergo some measure of adjustment prior to theirimplementation in the classroom. As such those ideas are seldomrealisable in their 'true colours'. Furthermore, they are at timesthemselves not very clear even within their own terms, and may suffer tovarying degrees from vagueness, diffusion and instances of contradiction. What I seek to do in the chapters that follow is investigate Communicative Language Teaching in order to (i) establish what the basictenets of the approach are, and (ii) identify those factors that affect the wayin which communicative principles could be made acceptable andeffective with particular reference to the language teaching /learningsituation in japan. As a necessary corollary of this investigation, consideration is givento the implications for language teacher education where, it is argued,teachers-to-be need to be provided with the means via which to mosteffectively evaluate innovative ideas and come to terms with thosedifficulties that arise from attempts to apply general principles toparticular circumstances.
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Wisniewska, Ingrid. "Parallel process in language teacher education." Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430499.
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Greene, Terry A. "Impacting teacher beliefs: A whole language teacher education program." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187335.
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This multi-case study focuses on a preservice teacher education program and four of the teacher candidate participants. It is important to the field as the focus is on teacher candidates at a mid-point in their professional coursework and also provides an in depth description of the learning experiences provided in a constructivist teacher education program. The teacher education program known as "the whole language block" consists of undergraduate methods instruction in reading, language arts, and social studies and an apprenticeship experience on-site at Borton Primary Magnet School in South Tucson, Arizona. The philosophy of whole language guides the instruction of the block. The case studies focus on the personal beliefs about learning and teaching of four teacher candidates and provide a "window" into the block experience. The data consists of two participant interviews, participants journals, daily field notes, participant exit cards, participant mid/final reflections, interviews with faculty instructors, and personal reflections of the researcher. The data was used to construct and critically analyze two "typical" days of the whole language block; and to construct four case studies of the experiences of the participants. The results of the study demonstrate a change in the teacher candidates' personal beliefs after participating in the whole language block. Additionally, the results speak to the importance of the use of a constructivist philosophy like whole language in teacher education programs. The critical role of an apprenticeship experience for teacher candidates is also supported.
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Smith-Justice, Ella M. "Foreign language teacher self-efficacy: A descriptive study of high school foreign language teachers in central Appalachia." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503071224694554.
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Bangou, Francis. "A situated approach to knowledge construction related to technology-enhanced foreign language teaching and learning for preservice teachers in a large midwestern master of education program." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1057776765.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xii, 286 p. : ill. Includes abstract and vita. Advisor: Shelley D. Wong, College of Education. Includes bibliographical references (p. 232-238).
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Mackenzie, Kevin Roderick. "Teachers' beliefs about classroom practice : implications for the role of second language acquisition theory in teacher education /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19881964.
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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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Fuchs, Carolin. "Computer-mediated negotiation across borders : German-American collaboration in language teacher education /." Frankfurt am Main ; New York : Peter Lang, 2006. http://www.loc.gov/catdir/toc/fy0608/2006040841.html.
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Mercieca, Paul. "Teacher attitudes to approaches to teacher education in adult TESOL." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1732.
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This study looked closely at the attitudes of TESOL teachers to a range of approaches to teacher education, with particular emphasis on the role of classroom observation. The influence of pre- and in-service training and the school environment was probed through semi-structured interviews and confirmatory discussions. Participants for this qualitative study were practising TESOL teachers at the Centre for International English, Curtin University, Western Australia. The approach taken was to allow them, as far as possible, to identify issues in teacher education for themselves. At the same time, their words were used, where possible, to describe attitudes to these issues. Any categories which emerged during analysis were regarded as flexible and dynamic. The research shed useful light on the attitudes of teachers with implications for teacher educators in TESOL. It found that informants introspecting on teacher education were mainly concerned with classroom events, but also believed factors outside the classroom and teaching itself, such as personal experience, to be worthy of consideration. The range of contexts in which teacher development takes place is represented in this study as the 'Action- Reflection continuum', which covers six linked aspects. Teaching, the first aspect, is at the 'action' end of the continuum, which then moves through Observing, Being observed, Hearing and Talking about Teaching, Reading and Writing about Teaching, and finally to Personal Development, at the 'reflection' end. Within the individual aspects of teacher development a range of main factors were found to be influential. These were the degrees of experience, comfort, formality, reality, contact with others, and the appropriate balance between theory and practice. A number of clear and consistent views emerged. Teaching itself was clearly a major context for development and unobserved teaching was felt to be extremely valuable at both pre- and in-service. At the same time feedback was considered to be so crucial that some form of observation was essential and unavoidable. When teachers themselves are observed by senior staff, a range of situational factors influence the level of comfort experienced and development taking place. Clearly peer observations were felt to be valuable and less threatening in general. They were felt to be most useful at in-service level, but generally conducive to teacher development. Informants also felt that there were developmental opportunities outside the classroom, particularly of an informal nature, via workshops and other staff interactions, and via personal reflection. The findings of the study support the now strong conviction amongst many of those writing about teacher education that experiential and reflective approaches are preferable to purely behavioural. Previous findings that teachers wish to be actively involved in their own development, participating and interacting with colleagues within a framework of strong institutional support, are also vindicated. At the same time it is clear that more traditional supervisory and evaluative approaches to such matters as classroom observation are still felt to be essential.
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Smith, Anne Margaret. "Inclusion in English language teacher training and education." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441366.
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Wada, Tazuru. "TEACHER CHANGE: A CASE STUDY OF THE EVOLUTION OF LANGUAGE." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/389700.
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Teaching & LearningEd.D.
This study is a qualitative inquiry of eight mid-career second language (L2) teachers’ identity evolution. These teachers have or had full-time or tenured teaching experience in secondary schools in Japan. Since they were mid- and later career teachers, they have explored their development, what they are now, and why they keep growing. They have all made meaningful voluntary changes in their professional lives. To make meaningful voluntary changes at moments of transitions, the teachers have made choices and negotiated, or juggled, their identities. They are successful teachers who have tenaciously pursued what matters to themselves professionally throughout their lives. One unfilled niche in the L2 teacher development and education is research on redefining L2 teachers who began their careers in secondary education in Japan, make meaningful voluntary changes in mid-career, and make apparently difficult work situations negotiable. The three purposes of this study are to (a) explore why and how L2 teachers’ identity evolution and their professional growth at mid-career happen; (b) learn more about the complexity of teacher change mechanisms at mid-career, and; (c) highlight ways that teachers whose professional development has stalled can grow out of their stagnation by examining the lives of successful mid-career and later career teachers. Eight L2 teachers participated in this study, recruited between 2005 and 2010. Interviews are the main source of data collection. I triangulated the data with email exchanges, class visits, and public documents such as Curriculum Vitae, syllabi, and curriculum descriptions given to students in a current or former class, handouts used in class, and published research articles. The data analysis was grounded in Riessman’s (2008) thematic and structural narrative analysis for identity evolution. Using these frameworks, I analyzed the data by(a) looking for stories and events in the telling as well as searching for identity negotiation and evolution with the participants with thematic analysis, which applied to all the participants, and (b) seeking contextual, discursive, and interpersonal cohesion and meanings with structural narrative analysis, which was applied to one participant. What each participant deemed important determined what kind of L2 teacher they wanted to become. With their efforts to keep evolving as L2 teachers through reflection, action, and negotiation they became consciously aware of what mattered to them. Their conscious awareness prompted them to exercise agency to plan meaningful changes.
Temple University--Theses
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Vasquez, Julian A. "A Case Study of Conflicting Narratives of Language and Culture in a Foreign Language Teacher Education Program." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316464618.
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Ross, Kylie. "Exploring Preservice Teachers’ Perspectives on Dual Language Education." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7912.
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This dissertation investigates preservice teachers’ perspectives towards dual language education (DLE) through a mixed methods approach. This study investigates preservice teachers enrolled in an English for Speakers of Other Languages (ESOL) certification course concerning the following research questions: 1. What impact does taking an ESOL course have on preservice teachers’ attitudes and perspectives towards DLE? 2. Is there a significant difference in change in attitude between students taking the course online versus face to face (F2F)? 3. How are preservice teachers informed about what schools have dual language programs in their area? 4.What relationship may exist between attitudes, perspectives, and preservice teachers own personal experiences with bilingualism and experiences with diversity, and/or place of origin? The study follows a sequential explanatory research design which included a pre and post survey at the beginning and end of the semester, and interviews with participants in between the two surveys. The participants included 24 preservice teachers enrolled in an online and F2F section of an ESOL course. Findings from the research encompassed discovering an overall positive shift in preservice teachers’ perspectives towards DLE and English learner (EL) students, a difference between the F2F and online groups’ survey responses, and relationships between preservice teachers’ attitudes and perspectives towards DLE and their past experiences and place of origin. Participants showed positive increases in perspective from the total mean scores increasing from the pre to post survey, and in interviews. Participants in the F2F group showed higher increases from the pre to post survey than the online group, however neither group yielded statistically significant findings. Interviews provided a wealth of detailed examples of how these groups of preservice teachers reflected throughout the ESOL course and developed more positive attitudes towards ELs and DLE, and optimistic mindsets towards working with ELs and/or in a DLE setting in the future. Overall, this research seeks to underscore that the more knowledge, awareness, and empathy that preservice teachers are able to gain from courses that prepare them to work with linguistically diverse populations of students, the better equipped they will be to guide future generations of EL learners into educational success and beyond.
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Shim, Jae-woo. "The teacher efficacy beliefs of Korean teachers of English as a foreign language /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486474078047909.
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Rodriguez, Migdalia Elizabeth. "Effective Pedagogical Practices in Online English Language Teacher Education." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613241.
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Internet technology has made possible for students to be able to have access to continuous learning. Currently, online education has gained credibility and academic leaders' belief about its value has increased in the US (2014 Survey of Online Learning). Studies are no longer solely focused on comparing face-to-face to online learning, but on learning about how to improve the online experience. In the Language Teacher Education field, online learning options are growing and Language Teaching post-secondary programs, certificates, and professional development courses are readily available. Consequently, it is essential for providers to demonstrate quality of instruction and for students to reflect on their needs as online learners to receive a quality educational experience. Challenges now are related to the new affordances allowed by the online environment in relation to the teaching and learning process and how these technology advances might enhance it. This study explores students and instructors' perceptions of effective pedagogical practices in Online English Language Teaching Education (OLTE) courses. Instructors (N=18) and former students (N=125) from non-credit certificate, professional development and post-secondary credit OLTE courses were asked to complete an online survey that included items related to their perceptions regarding current pedagogical practices. Additionally, semi-structured interviews of 20 OLTE students, eight instructors, and two program coordinators were conducted to expand and support survey findings. The Community of Inquiry survey (Arbaugh et al., 2008) was the main tool used to evaluate students' satisfaction and its weight as validated instrument served to measure pedagogical practices considered effective for OLTE courses in particular. These OLTE practices labeled as Language Teacher Educator presence were first ranked by experts and subsequently included in the longer survey. A main component of these practices is the consideration of context as recommended by language teacher educators' authors Freeman, (2009), Graves (2009), Johnson (2009) and Murray (2013). Results of this study indicate positive perceptions about current pedagogical practices. However, the sense of collaboration between the groups surveyed presents a statistically significant difference. Analysis of surveys and interviews showed that instructional strategies can be improved. Issues for further research are related to collaborative tasks, the inclusion of oral participation, the perception of low instructors' presence in discussions, and a lack of variety of instructional activities.
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Masoud, Omaima Abugaila Elmahdi. "Portfolio in teacher education and in English language teaching." Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/17167.
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Mestrado em SupervisãoO desenvolvimento educacional moderno trouxe novas portagens para a avaliação das capacidades que os alunos irão utilizar em tarefas da vida real. Esta necessidade tem criado uma mudança radical nos métodos tradicionais de ensino e avaliação. Assim, são necessárias abordagens alternativas de avaliação, quer do processo, quer do produto de aprendizagem. O presente estudo leva em consideração o uso de estratégias de utilização do portfólio no ensino de Inglês, com particular destaque para o sistema de ensino da Líbia. Além disso, apresentam-se definições, algumas vantagens e desvantagens do uso de portfólio, bem como possibilidades de sua utilização para a avaliação e melhoria do desempenho dos alunos. Além disso, será dada atenção à importância de desenvolver a consciência dos professores para o portfólio. A investigação indicou que os portefólios podem ser vistos como conjunto selecionado de trabalhos importantes, o que se relaciona com a medição do desempenho do que foi conseguido. O seu uso pode fornecer aos professores maior feedback sobre o seu ensino e obter mais informações sobre o processo de aprendizagem dos alunos. Como conclusão, podemos afirmar que os portfólios podem servir como uma boa alternativa de ensino- aprendizagem e avaliação no ensino de Inglês, devido às vantagens que oferece.
Modern educational development has brought up new tolls for the evaluation of the skills students will need in real-life tasks. This need has created a radical change in traditional methods of instruction and assessment. Therefore, alternative evaluation approaches are needed in assessing both learning process and product such as achievement portfolio. The present study takes into consideration the use of portfolio assessment strategies in English language teaching with particular emphasis on the Libyan education system as a case study. In addition, definitions, advantages and disadvantages of the use of portfolio are presented using the achievement portfolio as a tool of teaching and evaluation pointing out its importance in improving students‟ performance. Moreover, attention will be paid to the importance of developing teachers‟ awareness as far as the importance of portfolios is concerned. Research has indicated that achievement portfolio is a collection of the important works, which is related to the measurement of the performance of what was achieved. Its use can provide teachers more feedback about their teaching and more information about students‟ learning process. As a conclusion, we may state that portfolios can serve as a good alternative teaching and assessment tool in English language teaching due to the advantages that it offers.
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Menz, William Thomas. "Effectiveness Of Ohio Teacher Education Programs For Meeting The Educational Needs Of English Language Learners." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1236201223.
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Morehouse, Daniel A. "Teacher Perceptions of Dual-Immersion in Arizona's English-Only Language Environment." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620337.
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Seventeen years after the passage of Arizona’s English-only education mandate, a growing number of schools in the state have implemented dual-language programs. Although Arizona’s English Learners lack access to public education in their heritage languages, the emergence of these programs signals hope for an expansion of these students’ options. This mixed-method study assessed the perceptions of “dual-immersion” teachers—who are members of a professional development consortium in Maricopa County, Arizona—towards their program and its overall role in serving all students in their classrooms. Using Bronfenbrenner’s Ecological systems model as an interpretive framework, this study examined interview and survey data in order to develop an understanding of how the systems’ environment affects teacher’ beliefs and perceptions. Key findings included dual-immersion teachers’ lack of agency in affecting language policy, the need for instructional materials, the positive impact of team learning facilitated by leaders, an economic or practical rationale for programs’ existence, and teachers’ beliefs in the abilities of English Learners to succeed in the dual-immersion classroom. Understanding how dual-immersion teachers position themselves towards their programs and students offers educational leaders insight into promoting an expansion of program options to underserved students in the state. Future research directed at teachers in Mandarin and French schools in the state could provide new information or reinforce existing themes uncovered during the research.
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Luebbers, Julie Brooke. "How Foreign Language Preservice Teachers‘ Development, Identities, and Commitments are Shaped During Teacher Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290028044.
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Gaivoronska, V. V., and Yu Romanov. "Testing and assessment in language education." Thesis, Національний технічний університет "Харківський політехнічний інститут", 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41425.
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Dingwall, Silvia Claire. "The teacher variable in English language teaching." Thesis, Lancaster University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481240.
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Merrill, Margaret. "Creation of a Training and Development Program for Teachers of Less Commonly Taught Languages at Brigham Young University: A Development Project." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1742.pdf.
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Haddix, Marcelle M. "A Study of the Language Practices of Ethnolinguistic Minority Preservice Teachers." Thesis, Boston College, 2008. http://hdl.handle.net/2345/1951.
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Thesis advisor: Lisa Patel StevensIn this dissertation, I share findings generated from a year-long ethnographic and sociolinguistic study of the discursive practices of Black and Latina female preservice teachers, all nonstandard language and dialect speakers, across three settings: the university classroom, the practicum teaching classroom, and a social setting. The aim of the study was to examine how teacher education as a discursive space shapes the linguistic decisions of ethnolinguistic minority preservice teachers—individuals who speak varieties of languages and dialects that are deemed “less than” and “inferior to” dominant language varieties (e.g., African American Language (see Baugh, 1999; Smitherman, 1999); Spanish language varieties (e.g., Anzaldúa, 1987/1999; Zentella, 2004)), and accordingly, are granted lower status in American society (Lippi-Green, 2004). Guiding this inquiry was the understanding that through the study of language, it is possible to reveal the tacit theories and ideologies that persist within dominant spaces and the ways in which such ideologies affect the language choices that ethnolinguistic minority preservice teachers must make in order to acculturate a dominant teacher identity. I captured and examined transcripts of discursive practices evidenced through videotaped and audiotaped speech events, observations, interviews, and archival data (e.g., journal reflections, classroom assignments) using ethnographic research methods and critical discourse analysis (see Chouliaraki and Fairclough, 1999; Rogers, 2004c). My analysis of the data prompted implications for the field of teacher education and for the role of qualitative research methodologies in the study of language, discourse, and identity
Thesis (PhD) — Boston College, 2008
Submitted to: Boston College. Lynch School of Education
Discipline: Curriculum and Instruction
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Alfonzo-Reyes, Luzeana. "Effective methods of parent-teacher communication for teachers of english language learners." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/650.
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Families from all over the world come to the United States for a new beginning. More often than not, these families speak little or no English. A challenge that teachers face every day is trying to communicate with children and their families who speak little or no English. Following a review of the various forms of communication and types of parental involvement, a survey was created. This survey was completed by elementary teachers in a local lower socioeconomic area elementary school with a high mobility rates and high levels of English Language Learner (ELL) students. The results of this study will offer the most effective ways teachers can openly communicate with families who speak little or no English. The results suggest that although vital, communication between the parents of ELL students and the teacher varies from teacher to teacher. Additionally, having resources available to teachers at the school and using the resources available allows parents and teachers to communicate effectively.B.S.
Bachelors
Education and Human Performance
Elementary Education
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Oldham, Seth. "Foreign language teachers’ perceptions of observational feedback." Kansas State University, 2016. http://hdl.handle.net/2097/32552.
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Master of ArtsDepartment of Modern Languages
Mary T. Copple
Though the subject of recent national attention and various in-depth investigations, the most effective approach to teacher evaluation in the United States is still an issue of debate. The latest research focuses on evaluation of teachers of core content areas like math, science and reading, but evaluation of foreign language teachers and programs receives comparatively little attention in the literature. This study examines issues related to observational feedback particular to the foreign language teaching context using data collected from teachers and administrators in large public school districts in Kansas. Survey data reveals that while public school foreign language teachers are generally satisfied with observational feedback concerning classroom behaviors, such as teacher-student interaction and behavior management, they often report receiving no feedback in the areas of curriculum planning or instructional techniques particular to their content area. Administrators report focusing on preparedness and classroom management during observations. Gaps identified in observational feedback are discussed and changes to observation practices are suggested.
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Alofi, Ibrahim A. "Professional Development of Computer Assisted Language Learning (CALL): Saudi Arabia Language Teachers." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1403625998.
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Senior, Rosemary. "The good language class: Teacher perceptions." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/119.
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This is a qualitative, descriptive study of group processes in classes of adult language learners, viewed from the perspective of practising teachers. The study has an internal narrative which takes the reader through the process of the research, from the initial question raised by a casual classroom conversation to the discussion chapter which questions a number of assumptions underlying current English language teaching practices within western educational contexts. The study falls into two distinct phases. The first phase uses the constant comparative method of data collection and analysis to integrate the perceptions of 28 experienced language teachers into the following theory: teachers judge the quality of their classes in terms of the degree to which they function as cohesive groups. The second phase uses the social-psychological framework of class cohesion to explore the perceptions of eight language teachers concerning a range of everyday behaviours and events occurring within their classes. The data were gathered through classroom observations and extended weekly teacher interviews and were supplemented by information from student interviews.
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Yokota, Reiko. "Whole language in preservice teacher education: The story of Mechelle." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/282864.
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This qualitative case study examines the influence of a whole language methods course on a preservice teacher's ideas and student teaching performance. In addition it explores significant problems the participant had when she attempted to apply theory in practice and the influence of block instructors, classroom teachers, primary school students, and block classmates on the participant's development in whole language. The study took place during the participant's whole language block semester at the University of Arizona in Tucson, in which preservice teachers learned teaching methods in language arts, reading, and social studies through both classroom sessions and a practicum, at Borton Primary Magnet School, whose principal was a well-known proponent of whole language education. The participant's apprenticeship classroom teacher utilized an integrated curriculum in a holistic paradigm. The study continued until the participant finished her student teaching in the same classroom. The data included exchange journals, videotapes, field notes, audiotapes, oral interviews, documents, memos, and photographs. K. S. Goodman's five pillars of whole language and Cambourne's eight optimal conditions for learning were used as frameworks for the data analysis. The results of the analysis were presented in chronological and analytical descriptions. The chronological description portrayed the stages of the participant's growth in whole language during the block semester and her attempts to translate theory into use during student teaching. The analytical description elaborated the results of the data analysis within the two whole language frameworks. The results of this study emphasize the importance of immersion in whole language in order to develop in whole language, the value of the transactional paradigm in teaching and learning, and the power of a community of learners.
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Hume, Samantha Jane. "Troubling gender, sexual diversity and heteronormativity in language teacher education." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14863.
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There have been profound changes within German culture and society in recent decades including the social reality and legal equality of same-sex couples and parents and an increased visibility of non-heterosexual individuals. Through my many years of formal education and as a teacher of English as a Second or Other language (TESOL) in Germany, I have not seen this reality represented in TESOL education in target language samples, textbooks, images or critical discussions. The aim of this thesis was to explore whether teachers and students on a TESOL language teacher education (LTE) programme at a Bavarian university are aware of issues of gender, sexual diversity and heteronormativity on their programme and in their classrooms. This fits well with the many other studies carried out internationally in this field over the past few years but looks specifically at a politically and culturally homogeneous part of Germany. By adopting a feminist poststructuralist and queer-theoretical approach to create, deliver and reflect on a course geared specifically towards troubling the silence and exclusion of sexual diversity in (language) teacher education, it investigates if and how social change has manifested itself in a Bavarian LTE programme. Through the use of multiple data collection methods, a background questionnaire to situate the students in this Bavarian context, interviews with non-heterosexual staff and students, a troubling course-construction, delivery and recording, a researcher reflective journal, and participant exit interviews and reflective written assessments, this case study examines staff and students' experiences of and attitudes towards heteronormativity in LTE and que(e)ries the potential for change. The findings reveal that there is initially little conscious awareness of the pervasiveness of heteronormative discourses in LTE TESOL classrooms or in language use, but that through que(e)rying materials, critical dialogue, reflection in interviews and classes, practice and active explicit analysis of taken-for-granted exclusions and silences, a heightened and critical awareness can be achieved.
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Rahman, Arifa. "English language teacher education in Bangladesh : towards an alternative paradigm." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10006624/.
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Smith, Steven John. "English language teacher education in Cuba : context, pedagogy and identity." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/59959/1/Steven_Smith_Thesis.pdf.
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In this study, I investigate the model of English language teacher education developed in Cuba. It includes features that would be considered innovative, contemporary, good practice anywhere in the Western world, as well as having distinctly Cuban elements. English is widely taught in Cuba in the education system and on television by Cuban teachers who are prepared in five-year courses at pedagogical universities by bilingual Cuban teacher educators.
This case study explores the identity and pedagogy of six English language teacher educators at Cuba’s largest university of pedagogical sciences. Postcolonial theory provides a framework for examining how the Cuban pedagogy of English language teacher education resists the negative representation of Cuba in hegemonic Western discourse; and challenges neoliberal Western dogma. Postcolonial concepts of representation, resistance and hybridity are used in this examination.
Cuban teacher education features a distinctive ‘pedagogy of tenderness’. Teacher educators build on caring relationships and institutionalised values of solidarity, collectivism and collaboration. Communicative English language teaching strategies are contextualised to enhance the pedagogical and communicative competence of student teachers, and intercultural intelligibility is emphasised. The collaborative pedagogy of Cuban English language teacher education features peer observation, mentoring and continuing professional development; as well as extensive pre-service classroom teaching and research skill development for student teachers. Being Cuban and bilingual are significant aspects of the professional identity of case members, who regard their profession as a vocation and who are committed to preparing good English language teachers.
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Thompson, Mary C. "Beginning Teachers' Perceptions of Preparedness: A Teacher Education Program's Transferability and Impact on The Secondary English/Language Arts Classroom." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/67.
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In October 2009, United States Secretary of Education Arne Duncan declared in a speech to Columbia University’s Teacher’s College that many university teacher preparation programs are outdated and must undergo major reform in order to produce high quality teachers needed to improve academic achievement for all students (U.S. Department of Education, 2009). Duncan stated that “America’s university-based teacher preparation programs need revolutionary change – not evolutionary tinkering” (U.S. Department of Education, 2009, p.2). To improve student success in the classroom, policy makers must understand the key role well-trained teachers play in achieving this goal (Boyd, Lankford, Clothfelter, Ladd & Vigdor, 2004; Loeb, Rockoff, & Wyckoff, 2007; Provasnik & Young, 2003; Rice, 2003; Rivers & Sanders, 2002).
This study examined the specific aspects of an English teacher preparation program that beginning teachers implement and rely on in their classrooms on a consistent basis. In addition, this study examines how administrators/department chairs view the pedagogical competence of graduates from the English teacher preparation program. The research questions that guided this study are: (1) How do beginning teachers perceive their preparation for teaching in the urban English Language Arts classroom? (2) How do school administrators perceive the teaching ability of graduates?
The participants were graduates of Southern Urban University’s English Education Master’s level program from 2005 – 2008. Data sources included Beginning Teacher Questionnaires, Administrator/Department Chair Questionnaires, in-depth phenomenological interviews with select teachers, observations of select teachers’ practice, “card sort” activity/interview, teacher artifacts and photographs. Data were analyzed inductively using the constant comparative method to determine categories and themes (Glaser & Strauss, 1967). Trustworthiness was established through research methods that confirm credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1985). This study provides insight into how to better educate high quality teachers through the examination of an English teacher preparation programs’ daily effect and impact on their graduates and an examination of school administrators’/department chairs perception of these graduates’ performance in the classroom.
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Crowell, Nancy A. "Language environment and positive caregiving climate in early childhood care and education and their relationship to child language development." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/450899160/viewonline.
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Sulaiman, Nor 'Ain binti. "An investigation of student teacher development in pre-service English language teacher education in Malaysia." Thesis, University of Glasgow, 2019. http://theses.gla.ac.uk/41058/.
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Research suggests that many factors contribute to the formation of the student teachers' reflective practice, including the nature of their teacher education, their experiences in a community of practice, and how they build their professional identity as adult learners. The purpose of this study is to investigate the significance and development of reflection and reflective skills for Teaching English as a Second Language (TESL) student teachers from a major teacher education institute in Malaysia. The research addressed three questions: To what extent do student teachers use reflection in their lessons? In what ways do their capacities for reflective practice develop over the practicum? What facilitating factors and barriers exist in the development of their reflective practice? Adopting a purposive sampling approach, ten student teachers, three mentor teachers and a supervisor were selected. All of the student teachers were studying for a bachelor's degree in TESL. They attended three phases of semi-structured interviews during the three months of their final practicum; the interviews took place after classroom observations every month. Mentor teachers and supervisors were also interviewed. Adopting an interpretivist approach, the weekly reflective diaries of the student teachers and the transcripts from the final phase of the post-observation interviews provided highly personal information from which vignettes of the participants were drawn. Thematic analysis of the interview data revealed four significant issues affecting reflective practice: relational issues, such as how student teachers navigate issues arising within a community of practice; situational issues, for instance how they implement the curriculum; developmental issues, including how the quality of reflection may be judged; and experiential issues, which include how the student teachers construct their professional identities. The findings support most of the existing literature and provide valuable insights into the significance of reflection for these novice teachers, the extent to which they master reflective skills in their practice, and the factors that influence reflection. However, further analysis and discussion revealed that whilst the student teachers' use of reflection during their practicums is evident, the role and quality of this reflection is ambiguous. Similarly, whilst supervisors and mentor teachers may insist that reflection be actively encouraged, the rationale behind how and why it is used goes unexplored. The findings also highlighted the role that andragogy, communities of practice and experiential learning may play in partnership with reflection, serving to reconstruct reflective practice in teacher education. The study concludes by reviewing the implications of the research and putting forth ideas for further study.
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Armellini, Cesar Alejandro. "Educational technology in in-service language teacher education in open and distance learning settings." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322837.
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Diaz, De La Garza Ana Maria Elisa. "The emerging identity of preservice teachers during the practicum component of second language teacher education." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/411892/.
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This investigation joins the increasing body of research on initial teacher education arguing that preservice teacher (PST) learning and identity construction are intertwined and are crucial to professional development. Guided by Beijaard, Meijer, & Verloop's (2004) theoretical framework for investigating teacher professional identities, the focus of this study is to examine from a socio-constructivist perspective 1) how experiences in the practicum influence early professional identity construction; 2) how personal factors influence early identity construction; and 3) how reflective practice in the practicum influences PST professional identity development. To this end, I ask preservice teacher participants to reflect upon the challenges which they face during the practicum component of their second language teacher education (SLTE) programme and how their experiences have shaped their notions of professional identity, while paying particular attention to agency within resource poor environments. Specifically, this study examines the various problems confronting PSTs which include the impact of social, institutional and personal obstacles on the construction of participants’ professional identity. A group of ten Mexican PSTs in the eighth semester of their nine semester SLTE programme were research participants. This qualitative interpretative case study employed written reflections, asynchronous discussion forum transcripts, critical incidents, individual face to face interviews and a focus group session as methods of data collection. Data is analysed through sociocultural theory, positioning theory and interpretive discourse analysis employing Fairclough's (2003) discourse analysis model. Results revealed that multiple factors affected PSTs’ identity. These include participants’ past world experiences, practicum experiences and connections with colleagues and learners within communities of practice, knowledge of subject matter, teaching pedagogy, classroom management, and dealing with challenges in resource poor environments. The findings of this study contribute to the formulation of global knowledge and theory about language teachers’ learning which may benefit policy, theory and practice in the field of initial teacher education.
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Kourieos, Angelidou Stella. "An investigation into the preparation of teachers for language teaching at primary level : implications for an Initial Language Teacher Education programme." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3490.
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Following the entry of Cyprus into the European Union in 2004 and based on the philosophy which underpins the language policy in Europe, the island has been investing heavily in early foreign language learning. However, despite improvements in English language learning in primary state schools, no significant changes have been evident as regards the preparation of English teachers at this level. In conducting this research, my primary intention was to offer prospective and practising primary teachers a “voice” to express their own views regarding the content and teaching approach of a potential ELT module within teacher education curricula. The research adopted a mixed-method sequential approach carried out in two phases between March and July 2010. Data were initially obtained from 296 in-service primary teachers and 124 student teachers through a questionnaire-based survey. Data obtained in the second phase through individual and focus group interviews with 9 in-service-teachers and 11 student teachers respectively were used to explain, interpret and further examine the findings of the survey. The findings have highlighted the importance of theory and practice, showing evidence that both are necessary in order to avoid fragmented language teaching. The study suggests, therefore, that providing student teachers with meaningful opportunities to form links between the taught theory and its practical application is a fundamental basis for a more holistic teacher approach to teacher education. This study has also provided evidence that participants view learning as a process embedded in a social context, within which knowledge is constructed through collaborative, awareness-raising tasks set by mentors whose mediating roles in the creation of desirable learning contexts is perceived to be crucial. Although the findings of this research directly concern the Cypriot situation, they are likely to have broader applicability beyond Cyprus, especially in countries where early foreign language learning forms part of their educational agenda. Developing primary teachers’ language teaching knowledge and skills while considering the various types of support they receive during their pre-service education form part of a wider endeavour to ensure quality in early foreign language learning, an objective set by the European Union.
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Renzi, Laura. "The influence of teachers' beliefs on literature instruction in the high school English classroom." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1121782274.
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Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xii, 215 p. Includes bibliographical references (p. 206-215). Available online via OhioLINK's ETD Center.
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Mason, Shannon Lee. "Mapping a Research Journey: Conceptual and Empirical Insights into Language Teacher Attrition and Retention in Australia." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366257.
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Ongoing language teacher attrition is contributing to a chronic shortage of language teachers in many parts of Australia, and this is impacting the efficacy of language education programs. This is a concern because language education in schools forms the foundations for global awareness for many students in Australia. This doctoral thesis reports on research which aimed to better understand why some language teachers, a particularly under researched group of educators, leave a career which is generally considered a lifelong one. The research has the potential to inform future programs and policies aimed at promoting language teacher retention. This thesis with publications is centred on an extensive process of disseminating, through conference presentations and scholarly papers, the research on which it reports. As such, it presents not one single study, but a series of studies. These studies are presented in the thesis in three interactive phases: a conceptual phase, an empirical phase, and a reflective phase, each with its own purpose, methodology, and findings.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Humanities, Languages and Social Sciences
Arts, Education and Law
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Bacon, Chris K. "Monolingual Language Ideologies: Rethinking Equity and Language Policy in Sheltered English Immersion (SEI) Teacher Education." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108401.
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Thesis advisor: C. Patrick ProctorWith U.S. classrooms increasingly characterized by linguistic diversity, teacher education has come under heightened scrutiny to respond to these realities. Recent shifts in Massachusetts language policy provide an informative example. Federal oversight prompted the state to implement an ambitious initiative requiring teachers to earn an endorsement in Sheltered English Immersion (SEI). The rollout of this initiative coincided with the final years of the state’s English-only education mandate, and the SEI endorsement remains a requirement for teachers today. As a growing body of research highlights the ideological dynamics of language policy, particularly in English-only educational contexts, this dissertation has two overlapping goals: (1) To develop a theoretical framework for the study of monolingual language ideologies in relation to policy interpretation and (2) to apply this framework within a critical policy analysis of the Massachusetts SEI endorsement initiative. This dissertation consists of three papers. Paper 1 puts forth a theoretical framework for studying monolingual language ideologies. Through a historical analysis of U.S. language policies and previous research on language ideologies, this paper demonstrates how dynamics of race and racism overlap with language policy and teacher education in U.S. contexts. Paper 2 is an empirical study of SEI instructors’ roles as policy interpreters within the SEI endorsement initiative. This study documents how 33 SEI course instructors interpreted the SEI endorsement course in ways that reinforced or augmented the state’s design. Paper 3 highlights these instructors’ discourses around the topics of language policy and race. Drawing on poststructural policy analysis, this paper explores the varying degrees to which participants addressed these topics in relation to the course’s emphasis on language pedagogies. Together, these papers offer a framework for the study of language ideologies with implications for language policy, policy interpretation, and teacher education in multilingual contexts
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Kavanagh, Michael Christopher. "Teacher cognition among tertiary-level Chinese English teachers." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42620.
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Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2009.Bibliography: p. 246-275.
Introduction -- The research context -- Literature review -- Research methodology -- Case study 1 (Lily) -- Case study 2 (Ailing) -- Case study 3 (Xinyu) -- Cross-case study -- Conclusions.
Teacher cognition studies are rare in the mainland Chinese context; they are also rare in other contexts similarly defined by common features such as non-native speaking language teachers, large classes, publicly-funded institutions, and mandated curricula or materials. This broadly qualitative investigation of three tertiary-level Chinese English teachers sought to elicit views and beliefs about language learning and teaching, their sources, and their links with classroom behaviour. A cyclical series of data collection (including autobiographical writing, interviews, lesson observations and stimulated-recall interviews, documentary data, and a group discussion) was employed to produce four linked studies: three individual case studies and a cross-case study. Interpretive data analysis, achieved through a process of constant comparison, was employed to reveal each teacher's views and beliefs. In order to ensure an emic perspective, each teacher's 'voice' is given prominence through the presentation of data. The interpretation of data suggests the importance of various levels of context to teachers' thinking, including the background Confucian approach to education, previous experiences as learners and teachers, and the situation the teachers encounter at both classroom and institutional levels.
Mode of access: World Wide Web.
275, [140] p. ill
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Lin, Mei. "The development of modern language student-teachers' perspectives on effective language learning activities during a postgraduate certificate of education course." Thesis, University of York, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243153.
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Bender, Franklin W. "Linguistic Features of Instructional Language during Read Aloud Lessons." Thesis, University of Oregon, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10935745.
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The purpose of this study was to explore the linguistic architecture of instructional language used during first grade read aloud lessons. The participants were from the CTL Year-3 Read Aloud study. The study’s random assignment created 20 teachers in the treatment group and 19 teachers in the control group. My study investigated the variability of their teacher’s use of instructional language during direct instruction read aloud lessons. Specifically, I analyzed the following linguistic attributes: (a) clausal density, (b) number of different words, (c) words per minute, (d) percentage of maze words, and (e) number of abandoned utterances. Exploratory associations for these variables were compared against the Quality Classroom Instruction protocol (QCI), a measure of teaching effectiveness. The results of my study yielded null effects due study limitations. However, the explored area addressed a blind-spot within the literature and provided preliminary data, insight, and recommendations pertaining to the linguistic attributes of instructional language used by first grade teachers during read aloud lessons.
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Klassen, Charlene Ruth. "Teacher education that is multicultural: Expanding preservice teachers' orientation toward learning through children's literature." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186174.
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This inquiry into teacher education explores the potential for using multicultural children's literature to broaden preservice teachers' orientation toward the value of multiculturalism. The setting for this collaborative exploration was a College of Education course on Children's Literature during the 1992 spring semester. Literacy experiences with multicultural literature were created to provide preservice teachers with an opportunity to critically reflect on their awareness and understanding of multiculturalism. Weekly small group literature discussions, roving dialogue journals among three students and the university teacher, and end-of-semester interviews with each student were the primary sources of data collected during the semester. Findings from the analysis of data indicate the need for multicultural children's literature that accurately and authentically presents unique, diverse, and universal characteristics of a specific culture. Of equal importance to the selection of multicultural literature is the multicultural experience with these books which creates a critical consciousness among children and teachers. Evidence of the generative nature of dialogic experiences was seen where a multiplicity of voices pushed preservice teachers' awareness, acceptance, and appreciation of multiculturalism. As students reflected on their perspectives on culture that extended far beyond ethnic or racial perspectives, understanding of their own and other cultures was broadened. The results of this inquiry indicate the need for teacher education that is multicultural. A teacher's critical consciousness of the value of multiculturalism can transform her/his work with children in classrooms. Teacher themselves need opportunities to expand their orientation toward learning and living in a pluralistic society in order to foster critical students/citizens who actively participate in the nation's democracy.
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Kubilus, Daryl. "Relating Teacher Attendance to Student English Language Arts and Math Achievement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5092.
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On average, teachers in the United States are absent for 9.6 days of student instruction per school year, while in this study's rural Northeast Ohio school district, teachers averaged 16.2 absences in the 2015-16 school year. Teacher absence is a concern because the classroom teacher is often considered the most crucial school-related influence on student achievement. Guided by Bowlby's attachment theory, the purpose of this study was to examine the possible predictive relationships between teacher absences for sick/personal and professional leave as well as other teacher-related variables, including teaching experience, teacher education level, and teacher evaluation results, with the outcome variables of student achievement in 4th through 8th grade English language arts and math. In this quantitative correlational study, data from 36 4th through 8th grade English language arts and math teachers were examined using simple and multiple linear regression models. Results indicated that none of the 5 teacher-related variables were significantly predictive of student achievement. Despite these non-significant results, the district's Board of Education expressed concerns about the public's perception of the district's teacher attendance rate. To address the Board's concern, a 3-day professional development program was created for the Board, administrators, and teachers to collaborate and recommend strategies to increase teacher attendance. The knowledge gained from implementing this project will promote positive social change by offering this and other school districts a variety of options to support the consistent attendance of teachers, which may, in turn, enhance student-teacher relationships, student-teacher engagement, and potentially student achievement over time.
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Garrone-Shufran, Stephanie Patrice. "The Development of Language Knowledge in a Teacher Education Program: Preparing Secondary Teacher Candidates to Identify and Teach Academic English in their Content Area Lessons." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104547.
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Thesis advisor: Maria Estela BriskThis mixed methods research study examined the impact of an intervention designed to prepare mainstream secondary teacher candidates to identify and teach features of Academic English. The intervention was intended to develop Disciplinary Linguistic Knowledge (Turkan, deOliveira, Phelps, and Lee, 2014) through engagement in several tasks for preparing linguistically responsive teachers (Lucas and Villegas, 2013). Pre-tests, post-tests, and artifacts created by teacher candidates in their fieldwork placements, as well as observations of a small group of teacher candidates teaching in their placement classrooms and interviews with these participants, were collected in order to analyze the effect that the intervention had on the teacher candidates’ identification of features of AE and their planning and implementation of instruction in these features. While the teacher candidates accurately identified features of AE on the post-tests and in the artifacts, only a small number of participants planned or implemented instruction in features of AE in their lessons. The experiences of the participants in the small group illustrated that teacher candidates need, in addition to the ability to identify features of Academic English, knowledge about how to teach these features, a commitment to teaching language in their lessons, and the support of supervisors and cooperating teachers who possess the same knowledge and commitment. The findings suggest that teacher education programs should engage both teacher candidates and the individuals who guide the planning and teaching of lessons in their pre-practicum experiences in developing the essential knowledge of and commitment to teaching Academic English in mainstream content area classrooms
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Donnellan, Morgan Kathleen. "Language Input Differences Between General and Special Education Teachers." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343259948.
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Destino, Thomas. "Observing a bilingual science teacher accommodating both language and content objectives /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487859313345234.
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Robinson, Alison Robyn. "Learning to Teach in Another Language and Culture." Thesis, University of Canterbury. Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/4463.
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The special learning needs in Initial Teacher Education of international postgraduate students whose own education was linguistically and culturally different to that of New Zealand students are often unacknowledged and under-researched. This qualitative study, based on narrative inquiry, presents case studies of six participants from six different countries, languages and cultures. The findings point to challenges faced by pre-service teacher education students from other languages and cultures. Tensions created by language difficulties, new pedagogies and social and educational cultural differences lead to feelings, at times, of disorientation, heightened “otherness” and unease. Students who are crossing the border between one culture and pedagogical belief system to another require specific support.
This study did, however, find evidence of students developing new understandings about teaching and learning. The findings carry implications for the content, delivery and pedagogy of Initial Teacher Education programmes. The introduction of a Foundation Course and a Support Group, modelling of good practice by ITE lecturers using a variety of interactive teaching strategies and targeted reflective practices are suggested.
In a time of teacher shortages, changing demographics in schools and the changing nature of university-based ITE it is important that the assumption that one size fits all in ITE all needs to be put aside. From the perspectives of social justice and acceptance of diversity it is timely to pay attention in ITE to the learning of students from other languages and cultures. This study suggests ways of moving towards this goal.