Relevant bibliographies by topics / Language teaching, a scheme for teacher education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language teaching, a scheme for teacher education'

Author: Grafiati
Published: 29 July 2024
Last updated: 30 July 2024

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Journal articles on the topic "Language teaching, a scheme for teacher education"

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Johnston, Bill, Christiane Dalton, Barbara Seidlhofer, Rob Batstone, Michael McCarthy, Guy Cook, Anne Anderson, et al. "Language Teaching: A Scheme for Teacher Education." TESOL Quarterly 32, no. 3 (1998): 605. http://dx.doi.org/10.2307/3588132.

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Jenkins, J., and N. Murray. "Survey review: Language Teaching: A Scheme for Teacher Education." ELT Journal 52, no. 3 (July 1, 1998): 245–56. http://dx.doi.org/10.1093/elt/52.3.245.

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Liubashenko, Olesia, and Tamara Kavytska. "Language Teacher in International Projects: Project activity, Language Training and Teaching Skills." АRS LINGUODIDACTICAE, no. 3 (2019): 64–77. http://dx.doi.org/10.17721/2663-0303.2019.3.09.

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The article presents a review of an ESP book targeted at the students majoring in Education. It focuses on the project work skills of the secondary school language teachers. In the educational context, project work fosters creativity in teachers and students, develops critical thinking, builds teamwork as well as leadership skills, motivates independent learning and enhances communicative and organizational competencies. On the other hand, it involves hard work of a language teacher who designs and manages the project in addition to teaching the language.This manual can be beneficial for Philology majors as well as language teachers who are involved in project work or project-based learning. It provides material for teaching project activities, language-training and profession-oriented tasks to improve the teaching skills, assessment scheme as well as advice from the authors and their colleagues who have experience in participating in project-based learning or international educational projects.
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Abad, Mónica, Juanita Argudo, Tammy Fajardo-Dack, and Patricio Cabrera. "An exploration of EFL teaching practices in light of teachers’ language proficiency." Elia, no. 21 (2021): 10–13. http://dx.doi.org/10.12795/elia.2021.i21.02.

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The influence of target language proficiency on language teaching practices is not a new area of research; nevertheless, there is still lack of knowledge since some research results have yield weak and inconclusive findings in different contexts. This research examines the relationship between EFL teachers' language proficiency and their teaching practices. An explanatory sequential mixed-methods design was followed and two data collection instruments were used: an English proficiency test, to determine the EFL teachers' proficiency level and a class observation scheme, to record instructional practices of seventeen EFL teachers systematically. The percentage of time spent on the different categories of the first part of the scheme and proportions of each category of the second part of the scheme were calculated to perform a Spearman correlation test. After that, a qualitative analysis of the teaching practices was conducted in order to get a deeper understanding of the quantitative data. The results indicate that higher proficient teachers provide better quality of input and feedback and are better models for learners; however, a direct influence on classroom management was not found. An equal focus on pedagogy and methodology instruction as well as on target language improvement is suggested for EFL teacher education programs.
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KOCHETOVA, M. G. "SELF-DEVELOPMENT OF LANGUAGE TEACHING STAFF AS A FACTOR OF INCREASING THEIR PROFESSIONAL COMPETENCE IN THE MODERN WORLD." Linguistics and Intercultural Communication 27, no. 1_2024 (June 20, 2024): 26–34. http://dx.doi.org/10.55959/msu-2074-1588-19-27-1-2.

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The paper discusses the issues of a language teacher professional growth and improvement and increasing his/her competence in line with modern trends in education. It addresses the topic of self-development and its impact on the quality of teaching foreign languages. Self-development of language teaching staff is shown to be the main factor of their professional competence. The work provides a rationale for the relevance of the chosen topic and discusses the significance of teacher self-development in the modern world. Possible ways to improve his/her professional skills are considered. They involve a critical reflective analysis by the teacher of his/her professional competencies, the quality of teaching students a foreign language and prospects for personal growth. It is shown that the process of professional development should be ever-lasting, assume collegiality and provide mentoring within a single educational organization. Self-development and improvement of professional competence implies collaboration with foreign colleagues and experts in the professional field. The paper proposes a scheme of self-development for a language teacher, based on a reflective analysis of his/her professional competence and place in the profession.
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Chen, Qi, and Clare Wright. "Contextualization and authenticity in TBLT: Voices from Chinese classrooms." Language Teaching Research 21, no. 4 (April 5, 2016): 517–38. http://dx.doi.org/10.1177/1362168816639985.

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In view of ongoing debates about the future of task-based language teaching (TBLT) in contexts of English as a foreign language (EFL), we present a detailed case study of teacher beliefs and practices regarding TBLT conducted in a secondary school in mainland China with a long history of communicative and task-based teaching approaches. We used a mixed-methods approach to gather a broad range of triangulated data, combining individual interviews, material analysis and observations coded using a novel task-focused version of the scheme ‘Communicative Orientation of Language Teaching’ (COLT). Quantitative and qualitative findings revealed positive beliefs about TBLT principles in general, reflecting strong institutional support for communicative teaching. However, there was marked variability between beliefs and practices in using tasks, especially with beginner-level learners. Most teachers demonstrated an intrinsic lack of confidence in using tasks as more than a communicative ‘add-on’ to standard form-focused teaching. We argue that this demonstrates a need for building teacher autonomy, in implementing TBLT, even in supportive settings, to support successful authentic contextualizing TBLT principles in different EFL contexts.
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Labinska, B., and N. Vyspinska. "Teaching Foreign Languages to Students with Special Educational Needs Syllabus for Master Students." Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 35 (January 13, 2022): 49–59. http://dx.doi.org/10.32589/2412-9283.35.2021.251181.

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Abstract. The syllabus is designed for Master students majoring in specialty 014 Secondary education, subjectspecialty 014.021 Secondary education (Language and Literature (English))”/ 014.022 Secondary education(Language and Literature (German)) / 014.023 Secondary education) (Language and Literature (French)).The purpose of the obligatory course is to provide methodological training of students for the implementationof their professional functions of a foreign language teacher in general secondary education institutions in aninclusive educational environment: communicative-educational (developing of students' language, speech andeducational-strategic competencies), developmental-educational, constructive-planning, gnostic and organizationalfunctions that are implemented by means of a foreign language in general secondary education. The course consistsof two modules: foreign languages teaching system in an inclusive educational environment and methods offorming language and speech competencies in students with special educational needs. The course focuses onthe peculiarities of the methods of foreign language communicative competence development in students withvisual and hearing impairments and autism spectrum disorders as the most numerous groups of students withspecial educational needs. The course highlights current theoretical issues of modern methods of teaching foreignlanguages to the learners with special educational needs within the New Ukrainian School scheme and practicaltraining of students to develop extracts of the lessons in foreign language competence in listening, speaking,reading, writing and lesson planning in the context of inclusive education. The syllabus offers a list of referenceson the course topics.
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Thompson, Alba G., and Patrick W. Thompson. "Talking about Rates Conceptually, Part II: Mathematical Knowledge for Teaching." Journal for Research in Mathematics Education 27, no. 1 (January 1996): 2–24. http://dx.doi.org/10.5951/jresematheduc.27.1.0002.

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Part I of this report (Thompson & Thompson, 1994) described the attempts of one teacher, Bill, to teach concepts of speed to one child, Ann. We analyzed sources of their eventual dysfunctional communication, concluding that Bill had encapsulated his deep understandings of rate and proportionality within his language for numbers and operations. Part II presents the session of the researcher, Pat, with Ann, analyzing his instructional actions in light of his agenda for having Ann build a scheme of operations by which to understand distance, time, and speed. We contrast Pat's agenda with Bill's, focusing on the mathematical knowledge that guided their instructional decisions and actions and briefly discuss implications for the preparation of teachers with regard to content knowledge.
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Park, Eunjeong. "The Reflectivity of EFL Preservice Teachers in Microteaching Practice." International Journal of Learning, Teaching and Educational Research 21, no. 4 (April 30, 2022): 186–204. http://dx.doi.org/10.26803/ijlter.21.4.11.

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Microteaching as a teaching practice helps preservice teachers develop their teaching and restructure their pedagogical schemes through reflection and feedback, particularly in teacher education. In particular, critical reflection helps preservice teachers describe their instructional experiences and perceptions and analyze what they have learned from those experiences. The study aimed to investigate how English as a foreign language (EFL) preservice teachers implement and reflect on their teaching performance in microteaching activities. The participants were 22 Korean EFL preservice teachers at a college of education. Grounded in Amobi’s (2005) conceptual framework of microteaching reflectivity, the preservice teachers’ self-reflection on microteaching and peer feedback checklists were collected and analyzed. Content analysis was used for data analysis. The findings revealed that the participants’ teaching practice had a range of reflectivity patterns of describing, informing, conforming, and reconstructing. This study also found that the participants made progress through microteaching practice. The pedagogical implications of these results encompass the usefulness of microteaching in three groups of preservice teachers, teacher educators, and institutions.
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Adedapo, Adeyemi, and Bolanle T. Opoola. "Levels of Integrating the ASSURE Model in Lesson Delivery of Selected Primary School Teachers in Nigeria." Journal of Language Teaching and Research 12, no. 1 (January 1, 2021): 177. http://dx.doi.org/10.17507/jltr.1201.19.

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Scholars are aware of the fact that there have been many instances of teaching with no learning. One plausible reason for learning not to have taken place is when a teacher fails to design and creates conducive learning environments where changes in psychomotor, cognitive and affective behaviours can be accomplished effectively. But this can be corrected using the ASSURE model. Thus, the ASSURE model was investigated in this study as a method of lesson delivery to assess how far primary school teachers have gone in analyzing learners' characteristics, stating lesson objectives and utilizing instructional media. Three research questions guided the study. Fifty primary school teachers were purposively sampled and responded to a questionnaire during the 2016 FGN-UBEC/OYO-SUBEB Teacher Professional Development Capacity Building workshop. An appraisal of the sit-in-observations of this workshop shows the need for assessing the use of integrating the ASSURE model in lesson delivery. Results show that primary school teachers were below the average in terms of analyzing their pupils’ characteristics before beginning their lessons and slightly above averages in the areas of systematically defining the lesson objectives and utilization of instructional media. It is recommended that the FGN-UBEC/OYO-SUBEB Teacher Professional Development Capacity Building workshops be extended to all categories of teachers in the UBEC scheme to update their knowledge to ensure effective teaching and learning situations.
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Dissertations / Theses on the topic "Language teaching, a scheme for teacher education"

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Mayfield, Helen Marie. "Afterschool Program Effects on English Learners' Reading and Teachers' Reading Curriculum Perceptions." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2610.

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This project study addressed the problem of 3rd grade English language learners (ELLs) not passing the state mandated reading test at the same rate as other students between 2009 and 2013 in Georgia. The purpose of the study was to examine the effects of an elementary school's afterschool program (ASP) on ELLs' reading achievements and to investigate 3rd grade afterschool teachers' perceptions of the reading curriculum using a mixed methods explanatory sequential design. Schema theory, the framework used to guide this study, indicated prior knowledge and experiences are necessary to comprehend new ideas or concepts. Prior knowledge and experiences can be gained from the instruction provided during ASPs. During the quantitative phase, a paired-samples t test was conducted using archived data from 2014 on 43 ELLs. The result was a significant increase in reading from pre- to posttest. In the qualitative phase, two 3rd grade ASP teachers were interviewed about their perceptions of the reading curriculum and those interviews were then analyzed using In Vivo coding and 2 cycle analysis. Themes revealed were professional development (PD), curriculum presentation, instructional strategies, and ASP modifications. A 4-day PD was designed for teachers providing plans to teach ELLs academic content and literacy. PD would provide teachers with reading instructional strategies to teach ELLs, which may increase their achievement on state tests to decrease the ELL reading achievement gap. Implications for positive social change include using an ASP and PD to increase ELLs' reading achievements and to increase success on state mandated tests.
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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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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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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 Supervisão
O 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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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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Berkowitz, Megan. "Understanding the Relevance of Cognitive Psychology to Composition: Taking a Closer Look at How Cognitive Psychology has Influenced Ideas about Reading, Writing, and the Teaching Process." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1208900950.

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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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Crawford, Jane C. "Teacher Response to Policy and Practice in the Teaching of LOTE." Thesis, Griffith University, 1999. https://eprints.qut.edu.au/417/1/crawford_chpt1.PDF.

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In the last three decades there have been policy changes in Australia which have seen languages other then English change from being a problem for non-English-speaking migrants to become a national asset in an increasingly global and interdependent world and worthy, therefore, of inclusion in the core educational program for all children. In Queensland this led, in 1991, to the LOTE Initiative which introduced the Years 6 to 8 core program, thus considerably expanding the teaching of languages, particularly Asian languages. The changing emphasis on languages is related to changing expectations in terms of proficiency outcomes and the need for more active, learner engagement with the language to achieve these. The decision to extend the core program to seven years and to adopt a task-based approach using content from other areas of the core curriculum is in response to these demands for experience of language in use leading to improved proficiency outcomes. The form a curriculum takes in classrooms depends very much on the beliefs, assumptions and knowledge of the teachers involved as they interpret policy directives and adopt or adapt these in the light of their reading of the context. Syllabus directives are thus but one part of the teaching context and their interpretation influences and is influenced by the teaching culture. The present study involved two stages. The first was a survey of teachers across Queensland exploring their perspectives on the goals and outcomes of the current program, teacher proficiency, use of the target language, the status of languages in the curriculum, and issues such as time allocations, compulsion, current resources and guidelines and continuity between different parts of the program. Phase 2 then involved five focus group discussions in which participants were invited to explore some of these issues in greater depth. Analysis of the data suggests that the context of language teaching in Queensland is a complex, moving mosaic with teachers espousing a range of positions with regard to the goals of the program, the desirability of using the target language as the main medium of instruction and, indeed, whether languages should be part of the core program, particularly at the secondary level. Responses were influenced by a number of factors, including the language taught, school affiliation (primary or secondary), the teachers’ own proficiency, and their proficiency orientation. There was evidence, for example, that a somewhat distinctive primary LOTE culture is developing with respondents making different assumptions about the role and purpose of LOTE in the primary curriculum and the proficiency level required by teachers at that level. Continuity is becoming an issue of access not just to the same language in Year 8 but also to a teaching approach which recognises and builds on prior learning. Responses suggest also that the move to a task-based syllabus in which teachers and students engage in meaningful interaction in the target language will require a considerable change in approach as the majority of teachers report using English as the main medium of instruction at all levels of schooling except Years 11 and 12. The use of an analytic approach to curriculum design will also need to be addressed in professional development associated with the new syllabuses as it is rather different from the traditional communicative approach with which teachers in Queensland are familiar and which tends to have all students learning the same structures at the same time. The core program has resulted in mixed-level classes which make this problematic but respondents did not see the proposed changes as providing possible solutions to the problems faced in these classes. The fate of educational reform such as the inclusion of LOTE as a key learning area depends very much on how it is interpreted by those making sense of it. This negotiation of meaning is influenced by the context in which it occurs and by the beliefs, assumptions and knowledge of those engaged in the process. This study suggests the new syllabus will challenge many existing practices and that there may be very different patterns of response in that teachers’ perceptions of their task are influenced by a range of factors including school affiliation and sector, language, personal proficiency, experience in the target culture, age and teaching experience and even whether or not they are teaching their LOTE full-time or are also involved in another teaching area.
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Wang, Weipei. "Teaching English to Young Learners in Taiwan: Issues relating to teaching, teacher education, teaching materials and teacher perspectives." The University of Waikato, 2008. http://hdl.handle.net/10289/2547.

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Abstract Since 2005, it has been government policy in Taiwan to introduce English in Grade 3 of primary schooling (when learners are generally age 9). The overall aim of this research project was to investigate some of the problems associated with the implementation of this policy by combining research involving teacher cognition with research involving the criterion-referenced analysis of a sample of textbooks produced in Taiwan for young learners and a sample of lessons taught in Taiwanese primary schools. A questionnaire-based survey of a sample of teachers of English in Taiwanese primary schools (166 respondents) was conducted, focusing on teacher background and training, views about national and local policies, approaches to course content, methodology and teaching resources, and perceptions of their own proficiency in English and of their own training needs. Only 46 (27%) of the respondents reported that they had a qualification specific to the teaching of English and 41 (25%) reported that they had neither a qualification in teaching English nor a general primary teaching qualification. Many expressed dissatisfaction with the implementation of policies relating to the teaching of English at national level (46/ 29%), local level (39/24%) and in their own school (28/17%). Although many reported that the availability of resources (125/ 75%) and/ or student interest (101/ 61%) played a role in determining what they taught, none reported that the national curriculum guidelines did so. Although official policy in Taiwan endorses the use of 'communicative language teaching', only 103 (62%) of respondents reported that their own approach was communicatively-oriented, with 18 (11%) observing that they preferred grammar-translation. A more in-depth survey relating to teacher perception of pre- and in-service training was conducted using a questionnaire and semi-structured interview. Although all 10 participants in this survey are officially classified as being trained to teach English in Taiwanese primary schools, the type and extent of their training varied widely and all of them expressed dissatisfaction with that training, noting that they had no confidence in the trainers' own competence in teaching English to young learners. All claimed that critical issues were either omitted altogether or dealt with in a superficial way. One contextual factor that has a significant impact on teacher performance in Taiwan is the quality of the textbooks that are generally available. A sample of textbooks (3 different series) produced in Taiwan was analysed and evaluated, the analysis revealing that the materials were often poorly organised, inappropriately selected and illustrated, contextually inappropriate. Finally, from a sample of twenty videotaped English lessons taught to students in primary schools in Taiwan, six that were considered to be typical were transcribed, analysed and evaluated in relation to criteria derived from a review of literature on teaching effectiveness. All of these lessons were found to be characterised by problems in a number of areas, including lesson focus, lesson staging, concept introduction, concept checking, and the setting up and conducting activities. It is concluded that the implementation of official policy on the teaching of English in primary schools in Taiwan is fraught with problems, problems that are evident at every stage in the process, from teacher education, through materials design to lesson planning and delivery.
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Hendricks, Dawn. "Dual language learners in head start| Examining teaching strategies that promote English language development." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645918.

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There were dual purposes of this exploratory, case study. The first purpose was to investigate and describe the teaching strategies of six Head Start teachers within one program in Oregon whose dual language learners had shown gains of at least three levels in receptive and expressive English language development, as determined by their assessment ratings in Teaching Strategies GOLD Assessment System. The second purpose was to identify what, if any, professional development strategies and resources have been beneficial to those teachers in promoting English language development for children who are dual language learners.

This qualitative study utilized three data collection methods: interviews, observations and review of artifacts. The one-on-one interviews with the purposive sample of teachers occurred during the first phase. The interview questions were designed to learn about teaching strategies utilized by Head Start teachers to promote English language development for children who are dual language learners as well as teachers' relevant professional development resources and opportunities. During the second phase of the study, the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA) instrument was used to conduct classroom observations in each of the six teachers' classrooms. Furthermore, a review of relevant artifacts was conducted during the observations.

Seven conclusions emerged from the study. First, home language support in the classrooms contributed to English language development. Second, teachers' use of pictures, gestures and other visual cues promoted children's comprehension of English. Third, culturally responsive curriculum was not necessary for promoting enhanced language outcomes. Fourth, a supportive social/emotional environment in the classroom contributed to progress in expressive language development. Next, singing songs with gestures and high quality teachers' talk in English also contributed to expressive language development. Lastly, professional development, formal and informal, is beneficial and needed for preschool teachers.

Five recommendations emerged from the study. Policy recommendations are for college teacher preparation programs to require coursework pertaining to dual language learning and for programs to actively recruit bilingual teachers. Practice recommendations are for programs to implement a Planned Language Approach, set up peer mentoring and training opportunities, and for teachers to plan individual and small group read alouds.

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Books on the topic "Language teaching, a scheme for teacher education"

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Matos, Solange Cavalcante de. Diálogos etnossociolinguísticos. Campinas, SP: Pontes, 2020.

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SEAMEO RELC International Seminar (41st 2006 Singapore). Teacher education in language teaching. Singapore, Republic of Singapore: SEAMEO Regional Language Centre, 2007.

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Hawkins, Margaret R. Social justice language teacher education. Bristol: Multilingual Matters, 2011.

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Barbieri, Maureen. Sounds fromthe heart: Learning to listen to girls. Portsmouth, NH: Heinemann, 1995.

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University of Illinois at Urbana-Champaign. Second Language Acquisition and Teacher Education Program. SLATE: Second language acquisition & teacher education. Champaign, Ill.]: University of Illinois at Urbana-Champaign, 1989.

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Curriculum Committee for English., Ireland. Department of Education and Science., and National Council for Curriculum and Assessment., eds. English language: Teacher guidelines. Dublin: Stationery Office, 1999.

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Krzysztof, Bogacki, Głowacka Barbara, Potocka Dorota, and Uniwersytet w Białymstoku. Katedra Neofilologii., eds. Interdisciplinary perspectives in foreign language teacher education. Białystok: Wydawn. Uniwersytetu w Białymstoku, 2008.

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Krzysztof, Bogacki, Głowacka Barbara, Potocka Dorota, and Uniwersytet w Białymstoku. Katedra Neofilologii., eds. Interdisciplinary perspectives in foreign language teacher education. Białystok: Wydawn. Uniwersytetu w Białymstoku, 2008.

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1955-, Bardovi-Harlig Kathleen, Hartford Beverly, and VanPatten Bill, eds. Beyond methods: Components of second language teacher education. New York: McGraw-Hill, 1997.

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E, Sadtono, and Regional Language Centre, eds. Language teacher education in a fast-changing world. Singapore: SEAMEO Regional Language Centre, 1991.

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Book chapters on the topic "Language teaching, a scheme for teacher education"

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Heo, Jaeyeon. "Professional learning and development in team teaching schemes." In The Routledge Handbook of English Language Teacher Education, 446–58. London ; New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-30.

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Johnson, Karen E. "Language teacher education." In The Routledge Handbook of English Language Teaching, 121–34. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-12.

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Widdowson, Henry G. "Language teaching: defining the subject." In Language in Language Teacher Education, 67–81. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.4.05wid.

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Benitt, Nora, Torben Schmidt, and Michael K. Legutke. "Teacher Learning and Technology-Enhanced Teacher Education." In Second Handbook of English Language Teaching, 1171–93. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_58.

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Reed, Melissa, Yulia Kharchenko, and Agnes Bodis. "Sustainability in English Language Teacher Education." In Adaptable English Language Teaching, 25–40. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003361701-4.

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Nguyen, Minh Hue. "English Language Teaching and Teacher Education in Neoliberal Contexts." In English Language Teacher Education, 1–19. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9761-5_1.

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Joseph, John E. "Is language a verb? — conceptual change in linguistics and language teaching." In Language in Language Teacher Education, 29–47. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.4.03jos.

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Son, Jeong-Bae. "Technology and Language Teacher Education." In Teacher Development in Technology-Enhanced Language Teaching, 3–28. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75711-7_1.

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Rich, Sarah. "Early language learning teacher education." In The Routledge Handbook of Teaching English to Young Learners, 44–59. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Routledge handbooks in applied linguistics: Routledge, 2018. http://dx.doi.org/10.4324/9781315623672-4.

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Mercer, Sarah, and Christina Gkonou. "Teaching with Heart and Soul." In Innovative Practices in Language Teacher Education, 103–24. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51789-6_6.

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Conference papers on the topic "Language teaching, a scheme for teacher education"

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Sarbulatov, Sergey, Olesya Kisel, Anheliena Dubskikh, and Anna v. Butova. "THE MOODLE SYSTEM IN FL DISTANCE LEARNING DURING THE COVID-19 PANDEMIC." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-036.

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At present, all over the globe, great changes are taking place in every area of life, which have affected the entire world population. The COVID-19 pandemic has become a sudden fitcheck not only for global health community: educational institutions almost all over the world were forced to switch to a new format of distance learning. Such a rapid transition to distance learning has become a difficult challenge for many universities. Difficulties and inconsistencies of both technical and psychological nature arose. Since there was not and there is no single scheme of distance learning in higher educational institutions, each university had to find its own answer to the urgent questions that arose. The article draws attention to the stability of higher education in the current situation. The transition to distance learning in universities did not catch the majority of teachers by surprise. In many universities there was a distance education system that successfully complemented the traditional classroom work, but did not replace it completely. The teachers were given the goal of implementing a continuous distance educational process in new conditions and the main task was to search for teaching technologies. The study deals with the immediate problem of using distance learning technologies and methods of their adaptation in relation to higher education. Particular attention is paid to the problems of a technical, organizational, psychological and everyday nature that arise during distance learning. The purpose of the article is to consider the means and opportunities offered by the Moodle distance learning system for the development and modernization of online courses for learning a foreign language at a technical university. It is concluded that despite the shortcomings of forced distance education, in a critical situation, temporary distance learning is an excellent alternative to traditional education. An effective tool for the development of distance courses is the Moodle system, since the courses based on the system contain a large amount of material, there is the possibility of switching between separate parts of the course, and there is often no need to go to third party sites to study the content. The Moodle platform is great for adapting e-learning courses to distance learning. The article used a set of theoretical and empirical research methods: theoretical analysis of literature on the topic, observation of the results of students' work in the electronic educational environment Moodle.
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Shchuklina, Tatiana J., Lyailya А. Mardieva, and Tatiana A. Alyokhina. "Teaching Russian language: the Role of Word Formation." In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.31.

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Dangli, Maria, and Anastasia Karasteriou. "THE CLIL LANGUAGE SHADOW TEACHER CO-TEACHING MODEL." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.0684.

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Suyata, Pujiati, Triwati Rahayu, and Roni Sulistiyono. "Teaching National Language Based on Local Language: Contrastive Linguistics Approach." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.91.

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Pae, Hye, and Gulbahar Beckett. "Language Teacher Education on Project-Based Learning and Teaching." In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17188.

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This paper calls for language teacher education on project-based learning and teaching (PBLT) to respond to the changing needs of 21st-century language teachers and students. It discusses the rationale by introducing PBLT research and practice with global examples. Sample research findings on the benefits of PBLT are also discussed to illustrate how PBLT can address the more complex challenges of real-world needs. The paper also examines emerging teacher training efforts and presents arguments for scaling up these efforts with a systemic and robust education of teachers on PBLT. Such education should include the philosophical and theoretical foundations, principles, and procedures to better design and adequately implement PBLT, along with an array of curriculum content and professional standards, project modules, and digital tools such as AI, metacognitive strategies, and associated language form-function interface.
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Ipek, Hulya. "Goals and Expectations of Foreign Language Learners: The Prospective English Language Teacher Perspective." In 2nd International Conference on Teaching, Learning and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.ictle.2019.11.681.

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Chaykovskaya, Elena. "Native Language Teaching to the Siberian Peoples in Conditions of the New Language Situation." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0839.

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Muravev, Yury. "Legal Translation Teaching Methods in Russian-English Language Pair." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e1701.

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Galishnikova, Elena M. "Didactic Potential Of Discussion Technique In Teaching Foreign Language For Pedagogics Students." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.25.

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Luis, Ana R. "MALL and second language teaching: Challenges for initial teacher education." In 2016 11th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2016. http://dx.doi.org/10.1109/cisti.2016.7521623.

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Reports on the topic "Language teaching, a scheme for teacher education"

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Lin, Shaojuan. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.283.

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Cassity, Elizabeth, Jennie Chainey, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 2. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-659-8.

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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes.
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Cassity, Elizabeth, Debbie Wong, Jevelin Wendiady, and Jennie Chainey. Teacher Development Multi-Year Study Series. Vanuatu: Final Report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-729-8.

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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes. The new primary curriculum has been rolled out to schools in stages by year level, starting with Year 1 in 2016, and is accompanied by the distribution of teaching and learning materials and training. The new curriculum facilitates content uniformity and promotes pedagogical approaches, such as student-centred learning, that aim to transform teaching and learning. The National Language Policy is an important change implemented as part of the new curriculum, allowing agreed local languages to be used throughout the primary years as students make the transition to English or French (MoET, 2012). 1 Phases I and II of the VESP have been integral to the design and implementation of the new primary curriculum. In-service training modules have supported the curriculum rollout. VESP also supports the distribution and development of teaching and learning materials as part of the new curriculum. This study has provided the opportunity to investigate teaching quality and student learning outcomes in Vanuatu linked to the rollout of the national curriculum.
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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
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Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

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The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu’s ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study.
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Bima, Luhur, Arjuni Rahmi Barasa, Shintia Revina, Niken Rarasati, and Asri Yusrina. Screening Teachers in Indonesia: Does Ex-Ante Teacher Characteristics Assessment Predict Teaching Effectiveness? Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/134.

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Selecting good teachers is vital as it can lead to a pool of teachers who will continuously strive to improve their teaching quality. Therefore, strengthening the assessment tools for screening effective teachers at their point of entry into the profession is important to improving teaching quality. While abundant studies have been conducted on improving teacher screening strategies in developed countries, only few have examined the process in the contexts of developing countries. Our study aims to enrich the literature on improving teacher screening in developing countries by testing sixty-two teachers using a set of teacher assessment instruments that measure both cognitive and non-cognitive skills. We discovered a significant and positive correlation between teacher competence in numeracy and student numeracy achievement. Furthermore, assessing teaching practices using a lesson demonstration is positively associated with students’ achievement. However, we found a significant but negative relationship between teacher competence in literacy and student literacy outcomes. We also reported a similar pattern in the correlation between teachers’ portfolio assessments and students’ learning outcomes. The negative correlation in literacy measurements may be explained by the difficulties experienced by teachers in Indonesia in translating their knowledge into practice, as there are no specific subjects designated to Indonesian language and reading comprehension. From a policy perspective, the government and education institutions can strengthen their teacher recruitment mechanisms by adopting instruments that can predict teacher effectiveness. Furthermore, these screening instruments should be combined with ex-post assessment tools as those assessments will provide a comprehensive overview of teacher capabilities, not only in terms of prospective teacher characteristics but also in terms of their actual classroom teaching performance after a certain period of teaching practice.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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PALIY, T., and A. BAGIYAN. CHARACTERISTIC OF A TEACHER-PHILOLOGIST’S PROFESSIONAL PERSONALITY THROUGH THE PRISM OF AXIOLOGY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-48-58.

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This article raises the urgent problem of modern higher linguistic education connected with the pedagogical activities of the teaching staff of language departments. The aim of the research is to design and test the axiological model of the professional personality of a philologist teacher. The study is based on sociological and culturological approaches, traditions of linguistic education in Russia, which are significant for the formation of the personality of a future teacher, translator, interpreter, etc., understanding of the peculiarities of the pedagogical activity of linguists. Discussion, psychological and mathematical-statistical methods were used in the course of the following research. The results of the study have demonstrated some certain unique features of the Russian axiological space. The priorities of students in the process of assessing teachers of philologists and their professional activities are also established. The results obtained can serve as a basis for the design and testing of original trainings, refresher courses, taking into account the received request from the objects of the educational process.
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Best Practice Case: TC Project number TC9905059: Ticuna Education Project. Inter-American Development Bank, January 2006. http://dx.doi.org/10.18235/0008872.

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The general objective of this project was to improve the quality of education at the Ticuna indigenous schools in the Amazonas state in Brazil through the implementation of a four-course Bilingual Ticuna teacher program in which the indigenous people are the principal actors in the transformation of their education system. The outcomes of this program went beyond its intended objectives of training bilingual Ticuna teachers and developing Ticuna teaching materials, to becoming a vehicle for the Ticuna communities to preserve and maintain Ticuna cultural traditions, language and values.
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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.

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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice is comprised of over 350 annotations from both recent and seminal literature (released between 1984–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university and district partnerships, digital learning for ELs, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.
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