Готові списки джерел за темами / Language coaching

Добірка наукової літератури з теми "Language coaching"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 28 січня 2023

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Статті в журналах з теми "Language coaching"

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Kim, Byoung-Jun, and Sungmin Cheon. "Effects of Taekwondo Coaching Language Training on Coaching Efficacy of Language Use, Coaching Confidence and Behavior." Korean Journal of Sport Psychology 29, no. 3 (August 31, 2018): 73–83. http://dx.doi.org/10.14385/kssp.29.3.73.

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2

TURCHYN, A. I., та I. O. TSAR. "КОУЧИНГ ЯК ФОРМА АКТИВНОГО НАВЧАННЯ НА ЗАНЯТТЯХ З ІНОЗЕМНОЇ МОВИ". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, № 2 (4 жовтня 2021): 321–29. http://dx.doi.org/10.31494/2412-9208-2021-1-2-321-329.

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Анотація:
The authors analyse the interpretations of the concept of coaching in scientific thought in general, and as a new direction in the educational environment in particular. It has been found out that special-pedagogical coaching originated in the USA as «Content-Focused Coaching» and was used in teaching staff training. Theoretical and methodological aspects of pedagogical coaching, which contributes to the growth of motivation of higher education students, both in personal and communicative development and helps to realize their potentialities, have been investigated. The key aspects of pedagogical coaching such as: implementation of activities on the principles of partnership, joint preparation for the class and implementation of its stages, and reflection have been highlighted. It has been found out that «linguistic coaching» is widely used in foreign language teaching, which is aimed at creating optimal conditions for acquisition, and effective and quick transmission of language knowledge from a teacher (coach) to a student, providing, first of all, the student’s awareness of learning objectives and resources, increasing the variety of learning ways, raising the responsibility of a higher education student for the course and the results of learning. The importance of the coach’s role has been emphasized, the principles and algorithms of his/her actions in organizing and conducting a foreign language class using linguistic coaching have been determined. It has been stated that the coaching technologies under analyzing are realized by means of dialogic communication and cover 4 stages: motivation, planning, realization, reflexion. The article substantiates the main stages of a session with the use of coaching forms of training, reveals the principles and methods of work. The coaching technique is gaining popularity and is more and more often used in the educational process of higher educational institutions. Key words: coaching, foreign language, foreign language teaching, linguistic coaching, active learning methods.
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3

Salomaa, Raija. "Expatriate coaching: factors impacting coaching success." Journal of Global Mobility 3, no. 3 (September 14, 2015): 216–43. http://dx.doi.org/10.1108/jgm-10-2014-0050.

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Анотація:
Purpose – The purpose of this paper is to investigate factors impacting successful coaching of expatriates. Design/methodology/approach – Data were gathered from 25 semi-structured interviews of coached expatriates, coaches and HR professionals. Interpretative Phenomenological Analysis was used to analyze and interpret the data. Findings – Altogether, 16 factors impacting expatriate coaching success were identified. They were categorized with respect to the four-quadrant framework of Wilber. The findings suggest, for example, that coaching success is impacted by: from the coach and coachee as individuals perspective, international experience of the coach; from the coaching relationship perspective, coaching language and managerial leadership style; from the behaviors, processes, models and techniques perspective, a clear contract with objectives and evaluation, and challenging behavior of the coach; and from the systems perspective, organizational support. Practical implications – Coaching processes, tools and techniques should be adapted to the needs and situation of the assignee. It would be beneficial if organizations ensured that their coaches are internationally experienced and that their managerial leadership style supports coaching. Coaching should be clearly defined and contracted with goals and evaluation. Coaching tools and techniques suitable for international coaching should be added to coach-training programs. Originality/value – Given the paucity of expatriate coaching research, and the fact that expatriation continues to be a key component of the international management field, this paper contributes to coaching and expatriate research by identifying factors that give expatriate coaching success and by analyzing and presenting them using Wilber’s systemic four-quadrant framework.
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4

Linder-Pelz, Susie, and James Lawley. "Using Clean Language to explore the subjectivity of coachees’ experience and outcomes." International Coaching Psychology Review 10, no. 2 (September 2015): 161–74. http://dx.doi.org/10.53841/bpsicpr.2015.10.2.161.

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Анотація:
Objectives:This paper aims to contribute methodologically and substantively to understanding how coachees experience and evaluate coaching. First, we explore the use of ‘Clean Language’ as a phenomenological approach to coaching research, including the eliciting and analysing of data into findings and insights for coaches and coach trainers (Tosey et al., 2014, p.630). Second, we explore the nature of events, effects, evaluations and outcomes reported by coachees after a single coaching session.Design:Three coaches accredited in the same coaching methodology each delivered a single session to two randomly allocated coachees. The coachees were subsequently interviewed twice using Clean Language, in person two days after the coaching and by telephone two weeks later.Methodology:The transcribed follow-up interviews were analysed by an expert in Clean Language (the second author), using a form of thematic analysis within a realist/essentialist paradigm (Braun & Clarke, 2006, p.85).Findings:The interviews elicited detailed information on many aspects of coaching without the interviewer introducing any topics. Coachees’ events, effects and evaluations happened during the coaching session, between that session and the first interview, and during the two weeks between the first and second interviews. Coachees emphasised coaches’ style of repeating back, pacing, setting goals and questioning, maintaining the focus of the session, confronting and challenging, as well as their responsiveness (or lack of it). Increased self-awareness was mentioned by all coachees. Outcomes occurring after the session were maintained two weeks later, at which time new outcomes were also reported.Conclusions:Clean Language Interviewing supplements and extends existing methods of phenomenological interviewing and data coding. The study yielded nuanced findings on the coach behaviours that led coachees to give favourable versus unfavourable evaluations, with implications for coaching psychologists with regard in particular to coaches’ ability to calibrate and respond to coachees’ ongoing evaluation of the coaching, the pace of the session and how the timing of coachees’ feedback affects the findings.
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5

Snodgrass, Melinda R., Moon Y. Chung, Maysoon F. Biller, Katie E. Appel, Hedda Meadan, and James W. Halle. "Telepractice in Speech–Language Therapy: The Use of Online Technologies for Parent Training and Coaching." Communication Disorders Quarterly 38, no. 4 (November 24, 2016): 242–54. http://dx.doi.org/10.1177/1525740116680424.

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Researchers and practitioners have found that telepractice is an effective means of increasing access to high-quality services that meet children’s unique needs and is a viable mechanism to deliver speech–language services for multiple purposes. We offer a framework to facilitate the implementation of practices that are used in direct speech–language therapy into parent training and coaching. We overlay the use of telepractice onto parent training and coaching to provide a framework that guides the conversion of practices used in direct service to parent training and coaching programs that can be used via telepractice. We include recommendations for addressing common challenges to providing parent training and coaching via telepractice with an example of the framework’s application in Early Intervention. Using this framework, speech–language pathologists can combine telepractice with direct services by teaching and coaching parents in the use of strategies to improve their children’s communication skills.
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6

RAKHIMOVA, Olga. "Principles of language coaching in the process of foreign language teaching." Humanities science current issues 2, no. 45 (2021): 93–97. http://dx.doi.org/10.24919/2308-4863/45-2-15.

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7

Barnson, Steven C. "The Authentic Coaching Model: A Grounded Theory of Coaching." International Sport Coaching Journal 1, no. 2 (May 2014): 61–74. http://dx.doi.org/10.1123/iscj.2013-0021.

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Анотація:
The purpose of this research was to: (a) describe the coaching process using language that is meaningful for practicing coaches; (b) explain how different coaches maneuver through the process of coaching; and (c) probe the paradoxical nature of the coaching process. Data gathered over a 6-month period with eight high school team sport coaches in the United States representing six different sport contexts, revealed three foundational paradoxes. Based on the results, coaching is best viewed as the convergence of three paradoxical forces: the paradox of authenticity, the paradox of purpose, and the pendulum paradox. The paper closes with the suggested definition of sports coaching: Coaching is the process of utilizing an intentional philosophic approach to simultaneously teach, motivate, and organize an athlete to attain higher levels of success over time.
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8

Arteaga, Irma, Kathy Thornburg, Rajeev Darolia, and Jacqueline Hawks. "Improving Teacher Practices With Children Under Five: Experimental Evidence From the Mississippi Buildings Blocks." Evaluation Review 43, no. 1-2 (February 2019): 41–76. http://dx.doi.org/10.1177/0193841x19865070.

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Background: The literature on the effects of teacher coaching in early childhood (EC) education programs is underdeveloped but emerging. Using the theory of action in professional development as our theoretical framework, we hypothesize that active coaching improves teaching methods and creates a more effective classroom environment for enhancing children’s learning and skills. Objectives: This study evaluates the effects of the Mississippi Building Blocks (MBB) program, an EC intervention with a strong emphasis on supervisor and coaching training. Research design: We conduct a randomized controlled experiment in which data were collected at baseline, midpoint (Month 3), and postintervention (Month 6) in 24 preschool classrooms in Mississippi. Subjects: The experiment included 195 preschoolers, of which 95 were in classrooms led by teachers who received coaching (treatment) and 100 were in classrooms without coaching (control). Measures: We measured child’s emergent language and literacy, fine motor skills, gross motor skills, print language skills, problem-solving, math skills, and socioemotional development. Results: We find that MBB coaching led to substantial improvements in child outcomes relative to the control group, particularly in gross motor skills, print language skills, and socioemotional development. We also find some evidence that MBB coaching improved math skills, though these estimates are on the margin of statistical significance. Finally, a mediator analysis indicates that improvements in the classroom learning environment brought about by MBB coaching improved child outcomes. Conclusions: Our findings suggest that an intensive form of classroom coaching for teachers leads to significant gains in child outcomes.
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Graf, Eva-Maria, and Frédérick Dionne. "‘Knowing that’, ‘knowing why’ and ‘knowing how’." AILA Review 34, no. 1 (September 9, 2021): 57–78. http://dx.doi.org/10.1075/aila.20008.gra.

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Анотація:
Abstract Our contribution maps the journey towards setting up a transdisciplinary, interprofessional collaboration between coaching practitioners and coaching researchers from the fields of Applied Linguistics and Applied Psychology. The goal of such a project is to build a community of interest around a common cause, i.e., a practically relevant, language-based coaching problem (in our case, questioning practices in executive coaching), and to collaboratively solve the problem on the basis of assembling and integrating the various epistemes. The purpose of our contribution in the form of a travel report is twofold: firstly, to theoretically and conceptually discuss the challenges and affordances of aligning perspectives and assembling epistemes for such a transdisciplinary research project; Secondly, to present the available epistemic bases and offer first empirical results from our applied linguistic research and our cooperation with Applied Psychology that served as the basis for conceptualising the project Questioning Sequences in Coaching (Graf, Spranz-Fogasy, & Künzli, 2020). We end this travel report by critically assessing the transdisciplinary character of the current project and by envisioning another kind of cooperation between coaching practice and coaching research as the future destination of our research journey.
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Gómez Palacio, Claudia, Deisa Enid Gómez Vargas, and Hadaluz Pulgarín Taborda. "Coaching as a Professional Development Strategy for Adjunct Instructors in a Colombian University." Profile: Issues in Teachers´ Professional Development 21, no. 1 (January 1, 2019): 121–35. http://dx.doi.org/10.15446/profile.v21n1.71362.

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Анотація:
This article reports the results of a study in which coaching was used as a professional development strategy with five foreign language adjunct instructors at a public university in Colombia. A questionnaire, coaching sessions, interviews, and both coaches and coachees’ reports were the data collection sources. Results showed that adjunct instructors consider coaching a useful professional development strategy that should be offered to all foreign language instructors. In addition, trust and genuine interest were considered determinant when administrators implement this professional development strategy, and self-leadership was crucial when foreign language instructors make decisions regarding their own professional development.
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Дисертації з теми "Language coaching"

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Valentijn, Eva Yvonne. "Defining and coaching revision." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/558.

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Apostolakis, Roberta. "Literacy Coaching: Approaches, Styles, and Conversations." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/27698.

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This study is an investigation of teachersâ perspectives on coaching activities and styles of feedback language used by literacy coaches. Because literacy coaching processes represent a common approach to school-based teacher learning, it is wise to examine their usefulness. The teachers being coached have a key role in shaping and informing the coaching process. Their thoughts on helpful coaching activities and feedback language are important and could enlighten stakeholders in professional development of teachers. The data collection tools for this study included teacher questionnaires and a video-taped session with a focus group of elementary education teachers. The main findings were that teachers perceived literacy coaching activities, especially co-teaching and visiting colleagues, most helpful to construct conceptual and procedural knowledge when they include opportunities for on-going collaboration, teacher autonomy, and active construction of knowledge, and when they occur in classrooms settings with practice and feedback. These findings have implications for why and how educators do professional development in schools.
Ed. D.
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Miller, Sara Elizabeth. "Literacy coaching and teachers' instructional practices: The impact of the Community Coaching Cohort Model." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618619.

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The purpose of this study was to understand the effect of literacy coaching as a vehicle for professional development and growth by describing the impact of the Community Coaching Cohort Model on teachers' instructional literacy practices. Using a qualitative case study design, four questions were answered pertaining to participants' feelings and perceptions about the coaching model, how their experience impacted their knowledge and skills about literacy as well as the instruction in their classroom, and the impact their learning had on their students. Four cohorts of teachers in two schools from a large suburban district were used to complete the study. Data were collected at the end of the coaching cycle through the use of panel interviews, individual interviews, a questionnaire, and the collection of artifacts. The analysis of these data found that most participants felt positively about working in a coaching cohort because their learning was applicable and useful, the experience was personalized to their needs, and the model fostered collaboration among their colleagues. Participants also reported numerous ways their knowledge about literacy was expanded and discussed many examples of how their classroom instruction was impacted. These teachers also discussed evidence of student learning in specific aspects of literacy. The results of this study indicate that the Community Coaching Cohort Model was an effective form of professional development for these participants because it was a clearly defined model that was delivered by highly-qualified coaches with a neutral, supportive stance toward teachers.
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Jennings, LaShay, Renee Rice Moran, and Huili Hong. "A Self-Study Inquiry into Instructional Coaching: Developing Understandings of Intentional Coaching." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3607.

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Benedetti, Teresa A. "An investigation of peer coaching in the foregin language student teaching practicum." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250268813.

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Benedetti, Teresa A. "An investigation of peer coaching in the foreign language student teaching practicum /." Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250268813.

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Won, SunHwa. "Coaching as a teaching model in English as a foreign language classroom." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2167.

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The purpose of this project is to examine interactive methodologies which provide effective EFL instruction and curricula that foster listening, speaking, and reading through the teaching of writing, peer review, and oral presentation skills.
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Keith, Karin. "Elizabethton Leads: Coaching and Adult Learning." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4146.

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Minton, Sylvia S. "The nature of peer coaching at a National Writing Project summer institute." Thesis, The University of Texas at San Antonio, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702341.

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Peer coaching is an alternative form of professional development in which teachers coach other teachers in the development of their practice. Studies have shown that teachers who have participated in a peer-coaching model have a higher rate of transfer of skill when compared to teachers who do not participate in this type of model. Although peer coaching has been proven to be effective, there is a lack of research documenting peer coaching interactions, how peers establish trust, and how they perceive peer coaching to impact their instruction. Analyzing how peers interact and what they say to each other to move instruction forward is therefore, important to understanding how school leaders and program directors can set up their environments to encourage these types of interactions.

The participants for this study enrolled in a National Writing Project summer institute. The data set for this study included semi-structured interviews, stimulated recall interviews, and digital entries relevant to the inquiry. To identify the codes, categories, and themes emerging from the data set, this study used constant comparative analysis.

Findings from this study suggest that informal interactions are just as important as formal interactions in building trust between peer coaches. Findings also suggest the importance of the writing group as paramount and purposeful for both composing and teaching writing. Findings also suggest that trust is built quickly in an environment such as a National Writing Project summer institute. Participants felt a sense of comfort when they were able to attend this summer institute with somebody that they already knew, believing that this helped them in establishing an initial level of comfort that served as a springboard for building additional relationships. Future research could continue to analyze both formal and informal interactions at the summer institute to revise a model of peer coaching that would assist program leaders in developing and enhancing the interactions between participants.

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Carrera, Hazel Carolyn. "Enhancing Teacher Practice Through Coaching: A Case Study in an English Language Learner Environment." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/82542.

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Анотація:
Urban Education
Ph.D.
This study examines the use of instructional coaching in one urban school as a form of professional development for teachers. The use of instructional coaches in the classroom has become more and more popular in many school districts across the nation as they look for ways to improve student performance by improving the performance of their teachers. With higher academic standards placed on schools, there is greater demand on teachers to make certain that all of their students are successful. The need for professional development and coaching for teachers of English language learners (ELLs) is discussed. The research site for this study, City View Middle School, is located in a large urban school district where approximately 176,000 students are English language learners. The participants include 1 principal, 14 teachers, and 2 coaches. At the school, all students are considered English language learners and 40% are also considered Students with Interrupted Formal Education (SIFE). This case study employed qualitative methods in the form of observations and interviews of each participant. From the teachers' perspective, three themes emerged as their greatest challenges in working with English language learners. These included: student stressors related to adapting to a new country, the wide range of literacy levels in the classroom, and teaching academic language. Even with these challenges facing them, were teachers willing to work with coaches in an effort to improve their classroom practice? Were teachers receptive to the feedback they received from coaches? Were they willing to try new strategies? Were there any signs of teacher resistance? How were coaches able to create change? The coaches offered a professional development program that included training in the following areas: vocabulary, reading, writing/lesson planning, and cooperative learning strategies. Two types of coaching were implemented at the school: 1) peer observations and group debriefing sessions in Teacher Learning Communities (TLCs); and 2) individualized coaching sessions, which included: a one-on-one pre-meeting, an observation, and a one-on-one debriefing session. The results of this study suggest that there were several preconditions for change. In order for change to occur there were several interrelated factors that needed to take place in the coaching relationship. The professional and personal qualities of the coaches became key factors in how coaching was established at the school. These qualities affected the ways in which they established trust, how they set the tone for their work at the school, how they provided teachers feedback and opportunities for reflective dialogue, and how they created a supportive and nurturing environment. These elements of coaching allowed teachers to feel comfortable to: ask questions, seek help, change their perceptions about what works and what does not work with ELLs, and the confidence to try something new. The support from the principal was also a key element in creating change. Without the principal's support, coaches would not have been able to accomplish their goals with the teachers. This study contributes to our understanding of how schools can support teachers who are experiencing an increasing number of English language learners in their classrooms and do not have the credentials to effectively teach them.
Temple University--Theses
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Книги з теми "Language coaching"

1

Hands-on literacy coaching. Maupin House Publishing: Gainesville, FL, 2007.

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2

Coaching for balance: How to meet the challenges of literacy coaching. Newark, Del: International Reading Association, 2007.

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3

Successful coaching. 3rd ed. Champaign, Ill: Human Kinetics, 2004.

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4

Association, United States Tennis, ed. Successful coaching. Champaign, Ill: Leisure Press, 1990.

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5

Program, American Coaching Effectiveness, ed. Successful coaching. 2nd ed. Champaign, Ill: Leisure Press, 1990.

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6

Program, American Sport Education, and National Federation Interscholastic Coaches Association., eds. Successful coaching. 2nd ed. Champaign, Ill: Human Kinetics, 1997.

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7

National Federation Interscholastic Coaches Education Program., ed. Successful coaching. Champaign, Ill: Leisure Press, 1990.

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8

1950-, Taylor Rosemarye, ed. Literacy coaching: A handbook for school leaders. Thousand Oaks, Calif: Corwin Press, 2006.

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9

Peer coaching for adolescent writers. Thousand Oaks, Calif: Corwin Press, 2010.

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10

Walker, Barbara J. Literacy coaching: Learning to collaborate. Boston: Allyn & Bacon, 2010.

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Частини книг з теми "Language coaching"

1

Howes, Ruth. "Coaching in Supervision." In Reflective Clinical Supervision in Speech and Language Therapy, 174–90. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003226772-15.

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Gombos, Georg. "Babylon Language Coaching -eine Methode zur Behebung von Sprach(lern)blockaden." In Supervision und Coaching, 205–12. Wiesbaden: VS Verlag für Sozialwissenschaften, 2008. http://dx.doi.org/10.1007/978-3-531-91190-8_17.

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Harold, Barbara. "Mentoring and Coaching for English Language Teachers." In Second Language Learning and Teaching, 221–31. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34762-8_18.

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Schröder, Tobias, and Michael Prytula. "Language and Meaning as Basic Topics in Coaching." In International Handbook of Evidence-Based Coaching, 509–19. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-81938-5_41.

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Weitzenfeld, Alfredo, Carlos Ramos, and Peter Ford Dominey. "Coaching Robots to Play Soccer via Spoken-Language." In RoboCup 2008: Robot Soccer World Cup XII, 379–90. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02921-9_33.

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Greve, Steven H. "Teaching Strategies in a Geometry Coaching Environment." In Cognitive Modelling and Interactive Environments in Language Learning, 73–79. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77575-8_9.

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Haneda, Mari, Brandon Sherman, and Annela Teemant. "13. Assisted Performance through Instructional Coaching: A Critical Sociocultural Perspective." In Perspectives on Language as Action, edited by Mari Haneda and Hossein Nassaji, 212–27. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788922944-016.

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Reis, Luis Paulo, and Nuno Lau. "COACH UNILANG - A Standard Language for Coaching a (Robo) Soccer Team." In RoboCup 2001: Robot Soccer World Cup V, 183–92. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45603-1_19.

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"Peer coaching." In Professional Development for Language Teachers, 143–58. Cambridge University Press, 2005. http://dx.doi.org/10.1017/cbo9780511667237.012.

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"The language of Clean Coaching." In Clean Coaching, 82–97. Abingdon, Oxon ; New York, NY : Routledge, 2017. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315738666-15.

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Тези доповідей конференцій з теми "Language coaching"

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Hearst, Marti A. "Can Natural Language Processing Become Natural Language Coaching?" In Proceedings of the 53rd Annual Meeting of the Association for Computational Linguistics and the 7th International Joint Conference on Natural Language Processing (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.3115/v1/p15-1120.

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Knight-McKenna, Mary, and Heidi Hollingsworth. "COACHING FAMILIES FOR INFANT LANGUAGE STIMULATION." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2256.

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Kurniawan, Bayu Ady, Sugiyanto, and Tri Aprilijanto Utomo. "Profile of Sport Coaching Achievements in Sport-Specific Class." In International Conference on Language Politeness (ICLP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210514.006.

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Su, Ming-Hsiang, Chung-Hsien Wu, Kun-Yi Huang, Tsung-Hsien Yang, and Tsui-Ching Huang. "Dialog state tracking for interview coaching using two-level LSTM." In 2016 10th International Symposium on Chinese Spoken Language Processing (ISCSLP). IEEE, 2016. http://dx.doi.org/10.1109/iscslp.2016.7918438.

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Hadijah, Sitti, and Shalawati. "Coaching Pre-Service Teachers in Planning and Teaching English Online." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.002.

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Nurlaelawati, Iyen, Nenden Sri Lengkanawati, and Wawan Gunawan. "Accelerating Preservice Teachers’ Learning in Teaching Practicum through Instructional Coaching." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.055.

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Su, Ming-Hsiang, Kun-Yi Huang, Tsung-Hsien Yang, Kuan-Jung Lai, and Chung-Hsien Wu. "Dialog State Tracking and action selection using deep learning mechanism for interview coaching." In 2016 International Conference on Asian Language Processing (IALP). IEEE, 2016. http://dx.doi.org/10.1109/ialp.2016.7875922.

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Cowden, John D., Jodi J. Dickmeyer, Francisco J. Martínez, and Denise F. Bratcher. "Culture and Language Coaching for Bilingual Residents: The First 10 years of the CHiCoS Model." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.649.

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Wright, Wayne. "Impact of Instructional Coaching on Dual-Language Bilingual Education and General Education Elementary School Teachers." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1685234.

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Radkova, Reny. "FOREIGN LANGUAGE TEACHING AS AN INTERCULTURAL COACHING: A SELF-DEVELOPMENTAL TOOL FOR HIGH LEVEL INTERCULTURAL INTELLIGENCE." In 34th International Academic Conference, Florence. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.034.044.

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Звіти організацій з теми "Language coaching"

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Анотація:
Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Анотація:
Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Анотація:
Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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