Статті в журналах: "Language coaching"

1

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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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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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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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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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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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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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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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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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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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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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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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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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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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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Meadan, Hedda, Moon Y. Chung, Michelle M. Sands, and Melinda R. Snodgrass. "The Cascading Coaching Model for Supporting Service Providers, Caregivers, and Children." Journal of Special Education 54, no. 2 (November 9, 2019): 113–25. http://dx.doi.org/10.1177/0022466919884070.

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Teaching caregivers to support their young children’s language development is recommended as an effective early language intervention, and caregiver-implemented interventions are recognized as evidence-based. However, as the natural change agents for training and coaching caregivers, early intervention (EI) service providers are in need of professional development to effectively coach caregivers to use interventions with their child. The purpose of this study was to examine the Coaching Caregivers Professional Development program (CoCare PD) in which researchers train and coach EI service providers via telepractice in caregiver coaching, a set of skills useful in nurturing partnerships with families to support caregivers’ use of evidence-based practices with their young children with disabilities. A single-case research study across four EI service providers was conducted and findings support a functional relation between training and coaching EI service providers via telepractice and providers’ use of coaching practices with families on their caseload.

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Mayuni, Ilza, Eva Leiliyanti, Tara Mustikaning Palupi, Mei Lusiana Sitorus, and Yinghuei Chen. "DESIGNING LITERACY E-COACHING MODEL FOR ENGLISH LANGUAGE TEACHERS OF JUNIOR HIGH SCHOOLS IN INDONESIA." TEFLIN Journal - A publication on the teaching and learning of English 33, no. 2 (November 19, 2022): 310. http://dx.doi.org/10.15639/teflinjournal.v33i2/310-329.

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This multi-year study which took place in 2019-2021 aims to design a literacy e-coaching model for EFL Junior High School teachers in Indonesia in support of the government-initiated school-based literacy movement program. The study involved 150 English as a Foreign Language (EFL) teachers from 16 provinces in Indonesia in the need analysis part, 12 teachers in the module development part and 41 teachers in the implementation part. Two kinds of modules were developed during the study, namely: (1) a literacy enrichment module to reinforce the participants’ literacy content knowledge; and (2) a literacy learning module to enhance the participants’ competence in teaching literacy. Afterwards, two coaching cycles using the modules were implemented. The coaching cycles were designed by adapting the coaching models from Rogers and Rogers (2007) and Trinh et al. (2011), as well as adopting the Sheltered Instruction Observation Protocol (2017) model. Data was collected from questionnaires, tests, observations, videos, expert judgment, and discussion groups and analyzed using model validation, descriptive and inferential statistics. The study found that the literacy e-coaching model enhanced the participants’ competences in literacy teaching, as the results demonstrated the amalgamation of the models to be effective.

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Shchur, Nataliia. "OVERCOMING LANGUAGE BARRIERS IN THE COURSE OF DEVELOPING PROFESSIONAL FOREIGN LANGUAGE COMPETENCE IN HEIS." Educational Discourse: collection of scientific papers, no. 32(4) (May 5, 2021): 35–45. http://dx.doi.org/10.33930/ed.2019.5007.32(4)-4.

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The article clarifies the concept of language barriers arising in the course of PFLC development, identifies both the types and factors of their arising and the strategy and conditions for overcoming them. The study also focuses on using language coaching as one of the strategies for one-to-one teaching in HEIs whilst eliminating language barriers.

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Towson, Jacqueline A., Matthew S. Taylor, Diana L. Abarca, Claire Donehower Paul, and Faith Ezekiel-Wilder. "Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students." Perspectives of the ASHA Special Interest Groups 6, no. 1 (February 23, 2021): 80–100. http://dx.doi.org/10.1044/2020_persp-20-00098.

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Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

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Zhu, Lin, Collin Shepley, Jennifer Grisham, and Justin D. Lane. "A Brief Parent-Coaching Package for Tiered Language Interventions." Education Sciences 12, no. 9 (August 27, 2022): 585. http://dx.doi.org/10.3390/educsci12090585.

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This study utilized a brief coaching package to train parents to support their children’s language development in home environments. Two parents of dual language learners were trained to use naturalistic language strategies that ranged in complexity. Parents participated in individual training sessions targeting three strategies: narration, imitation, and environmental arrangement and responding. A multiple baseline design across behaviors replicated across parent–child dyads was used to evaluate the effectiveness of the brief coaching package. Therapeutically accelerating data in a baseline condition affected interpretation of results for one dyad, while the package demonstrated effectiveness for the other dyad. Concomitant increases in children’s use of English language during sessions was also observed. Multi-level models were used to estimate the moderating effect of parent engagement in naturalistic language strategies on children’s vocal initiations. Implications for home-based service providers are presented.

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Baranova, I. V., N. A. Miryugina, and K. S. Smotryaeva. "Linguo-Coaching as Modern Technology of German Language Teaching." Prepodavatel XXI vek, no. 4-1 (2020): 136–44. http://dx.doi.org/10.31862/2073-9613-2020-4-136-144.

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Akamoglu, Yusuf, and Laurie Dinnebeil. "Coaching Parents to Use Naturalistic Language and Communication Strategies." Young Exceptional Children 20, no. 1 (August 1, 2016): 41–50. http://dx.doi.org/10.1177/1096250615598815.

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Suvorova, S. L., and V. A. Khanin. "COACHING APPROACH IN ADVANCED TRAINING OF FOREIGN LANGUAGE TEACHERS." Bulletin of the South Ural State University series "Education. Educational Sciences" 14, no. 4 (2022): 78–87. http://dx.doi.org/10.14529/ped220407.

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Theurer, Joan Leikam, and Kathy Burson Schmidt. "Coaching Reading Buddies for Success." Reading Teacher 62, no. 3 (November 2008): 261–64. http://dx.doi.org/10.1598/rt.62.3.8.

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Holland, Audrey. "Counseling/Coaching in Chronic Aphasia." Topics in Language Disorders 27, no. 4 (October 2007): 339–50. http://dx.doi.org/10.1097/01.tld.0000299888.24241.dd.

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Miller, Sara, and Angela Stewart. "Literacy Learning Through Team Coaching." Reading Teacher 67, no. 4 (December 2013): 290–98. http://dx.doi.org/10.1002/trtr.1219.

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Stoner, Julia, Hedda Meadan, and Maureen Angell. "A Model for Coaching Parents to Implement Teaching Strategies With Their Young Children With Language Delay or Developmental Disabilities." Perspectives on Language Learning and Education 20, no. 3 (August 2013): 113–12. http://dx.doi.org/10.1044/lle20.3.112.

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This article focuses on the coaching model used in the Parent-Implemented Communication Strategies (PiCS) Project. The PiCS model was used to train and coach parents to deliver naturalistic and visual teaching strategies in their homes with their young children with developmental disabilities. The foundational concepts and rationale for training and coaching parents to implement intervention are discussed. The PiCS coaching model was developed using best practices of early intervention and includes five steps that prepare parents to implement intervention with high quality.

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Robertson, Dana A., Lauren Breckenridge Padesky, Evelyn Ford-Connors, and Jeanne R. Paratore. "What Does It Mean to Say Coaching Is Relational?" Journal of Literacy Research 52, no. 1 (January 12, 2020): 55–78. http://dx.doi.org/10.1177/1086296x19896632.

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This metasynthesis presents the collective findings based on a small corpus of studies ( n = 28) that examined literacy coaching in elementary and secondary settings from a relational perspective. We frame our analysis using Lysaker’s notions of relational teaching and theorize that, like classroom teaching, powerful literacy coaching is grounded in dialogic, co-constructive interactions in which the coach and teacher jointly develop new knowledge and skills. Our analysis indicates that the realization of co-construction may be influenced by differential patterns related to positioning and dispositions toward coaching: (a) knowledge flow, (b) distributed expertise, and (c) vulnerability. To explicate these patterns, we present evidence of opportunities that enhanced co-construction and obstacles that reduced co-construction. We conclude by discussing how coaches and teachers can develop reciprocity in coach–teacher relationships and move toward more relational coaching approaches. Finally, we provide directions for future research.

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Gus, Licette, Janet Rose, Louise Gilbert, and Ryan Kilby. "The Introduction of Emotion Coaching as a Whole School Approach in a Primary Specialist Social Emotional and Mental Health Setting: Positive Outcomes for All." Open Family Studies Journal 9, no. 1 (October 10, 2017): 95–110. http://dx.doi.org/10.2174/1874922401709010095.

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Background:This paper describes the impact upon well-being of pupils, staff, and families following the introduction of Emotion Coaching as a whole school approach.Objective:This paper’s objective is an attempt to redress the lack of published evidence about the use of Emotion Coaching in schools and to highlight how a school has been able to adopt a humanistic relational approach in a climate in which behaviorist principles are dominant in schools.Method:A case study approach using mixed methods was used. Data were examined from an outcomes model perspective where the benefits and changes intended from Emotion Coaching were the starting point. Perspectives from pupils, staff, and families were gainedviainterviews and structured questionnaires alongside quantitative measures of pupil academic progress and staff and pupil behavior.Results:Results indicate that Emotion Coaching improved the pupil’s ability to regulate their feelings and had a positive effect upon teacher-pupil relationships. Family-school relationships were supported by the school’s use of and modeling of Emotion Coaching with families and the ethos of attunement and non-judgemental interactions implicit in Emotion Coaching. Emotion Coaching promoted an increase in shared emotional language and trust. Shared emotional language and trust were key in the development of both teacher-pupil and family-school relationships. There was an improvement in well-being in that: rates of pupil restraint decreased, pupils made better than expected academic progress, staff absenteeism reduced, and families reported improved family life.Conclusion:We conclude that Emotion Coaching contributes to the promotion of sustainable, holistic improvement in wellbeing for pupils, school staff, and families.

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Rush, Leslie S. "Literacy Coaching in Wyoming Secondary Schools." Journal of Literacy Research 45, no. 3 (July 18, 2013): 267–94. http://dx.doi.org/10.1177/1086296x13493039.

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Vargas, Tiffanye M., Margaret M. Flores, and Robbi Beyer. "Coaching Athletes with Hidden Disabilities: Research and Recommendations for Coaching Education." Journal of Coaching Education 4, no. 2 (August 2011): 102. http://dx.doi.org/10.1123/jce.4.2.102.

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Athletes with high incidence disabilities (specific learning disabilities, attention deficit hyperactivity disorder, emotional behavioral disorders, mild intellectual disabilities and speech/language disabilities) make up 10% of the population of children in kindergarten through twelfth grade. Since these disabilities are not physically apparent, there difficulties may be overlooked or athletes may be mistakenly labeled as unmotivated, lazy, oppositional or defiant. These deficits can be remediated and compensated through the use of research-validated strategies and instructional methods. However, while these methods and strategies are often included in teacher preparation, they rarely, if ever, are included in coaching-preparation. Therefore, the purpose of this hour long interactive lecture is twofold and 1) seeks to review the coaching education research on hidden disabilities, including coaches’ attitudes and efficacy towards working with athletes with hidden disabilities, coaching educators attitudes towards the inclusion of such content within coaching education, and coaches’ preferences for how to receive this information, and 2) to illustrate teaching strategies and techniques that can successfully be incorporated into coaching education. Presenters will use discussion, activities, and research to introduce this new area to coaching education to coach educators and sport scientists/high performance directors.

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Ferjan Ramírez, Naja, Sarah Roseberry Lytle, and Patricia K. Kuhl. "Parent coaching increases conversational turns and advances infant language development." Proceedings of the National Academy of Sciences 117, no. 7 (February 3, 2020): 3484–91. http://dx.doi.org/10.1073/pnas.1921653117.

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Parental language input is one of the best predictors of children’s language achievement. Parentese, a near-universal speaking style distinguished by higher pitch, slower tempo, and exaggerated intonation, has been documented in speech directed toward young children in many countries. Previous research shows that the use of parentese and parent–child turn-taking are both associated with advances in children’s language learning. We conducted a randomized controlled trial to determine whether a parent coaching intervention delivered when the infants are 6, 10, and 14 mo of age can enhance parental language input and whether this, in turn, changes the trajectory of child language development between 6 and 18 mo of age. Families of typically developing 6-mo-old infants (n = 71) were randomly assigned to intervention and control groups. Naturalistic first-person audio recordings of the infants’ home language environment and vocalizations were recorded when the infants were 6, 10, 14, and 18 mo of age. After the 6-, 10-, and 14-mo recordings, intervention, but not control parents attended individual coaching appointments to receive linguistic feedback, listen to language input in their own recordings, and discuss age-appropriate activities that promote language growth. Intervention significantly enhanced parental use of parentese and parent–child turn-taking between 6 and 18 mo. Increases in both variables were significantly correlated with children’s language growth during the same period, and children’s language outcomes at 18 mo. Using parentese, a socially and linguistically enhanced speaking style, improves children’s social language turn-taking and language skills. Research-based interventions targeting social aspects of parent–child interactions can enhance language outcomes.

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LaDousa, Chaise. "Language medium and a high-stakes test: Language ideology and coaching centers in North India." International Journal of the Sociology of Language 2018, no. 253 (August 28, 2018): 103–24. http://dx.doi.org/10.1515/ijsl-2018-0025.

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Abstract The Union Public Service Commission (UPSC) offers its set of examinations in a “medium”, whether in a language recognized by the Constitution of India or in English. The notion of medium in the examination borrows from the notion of medium in schooling where it refers to the primary language of pedagogy. Although not all students who have studied in a particular medium in school and university go on to attempt the UPSC examinations in the same medium, most do. This article reports on fieldwork conducted in 2014 in coaching centers in Delhi’s Mukherjee Nagar and in the city of Varanasi. It traces some of the ways in which people hold ideologies about the significance of studying in one medium or another. Much ideological reflection, for example, was oriented to the fierce protesting that broke out in various locations in Delhi during the summer of 2014, just before my fieldwork. The protests were focused on changes made to the UPSC examination in 2011 which initiated increasingly poor results among Hindi-medium aspirants. The article also answers the call of scholars to consider institutional practices – especially as they change – alongside ideological reflections because, in the case of coaching centers, practice and ideology are not aligned.

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Pratiwi, Ayu, Elsa Pratiwi, Faradila Chantika, Hamida Putri, and Resti Aulia Nengsih. "USE OF TECHNOLOGY IN TEACHING ENGLISH." Jurnal Riset dan Inovasi Pembelajaran 1, no. 2 (August 3, 2021): 112–22. http://dx.doi.org/10.51574/jrip.v1i2.40.

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In language coaching and gaining knowledge of, we've got loads to select from the sector of generation: audio, TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio Cassettes, Power Point, Videos, DVD’s or VCD’s. Technology has modified the dynamics of diverse industries, and has additionally encouraged the the manner human beings engage and paintings withinside the society. This speedy growing and improvement of statistics era has supplied a higher sample to discover the brand new coaching version. As a end result era performs a totally vital position in English coaching. Using multimedia to create a context to train English has its particular advantages. The instructors can have interaction the freshmen to grow to be professional at English Language through the usage of the revolutionary ELT strategies like English songs, movie, clippings, dramatics, advertisements, sports activities commentaries and plenty of extra. This paper stresses at the want to make English language training smooth and exciting thru revolutionary ELT techniquesby using a scope review study methodology, which is a literature review process between new theories and ideas, so this paper talk about definition and development of technology, use of generation in coaching English, the boom of elt via generation, and advantages of the use of generation in the classroom.

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Law, Ho. "The fourth generation coaching for people and the planet (recovery and sustainability)." Transpersonal Psychology Review 23, no. 2 (2021): 3–9. http://dx.doi.org/10.53841/bpstran.2021.23.2.3.

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This paper invites participants to reflect and review the current human condition in terms of the post Covid-19 pandemic and the climate change crisis. This ‘New Norm’ calls for a new generation of language and coaching approaches to leverage a socio-cultural and technological paradigm shift. Drawing from the established art of healing, theory of planned behaviour, ecopsychology, coaching and transpersonal psychology, we shall discuss the future action and coaching practice with an intention to:Understand the fourth generation coaching (4GC) approach, its rationale, formulation and wider role in the environment.Experience the mindfulness practice that embraces motion and emotion, meaning and spirituality.Know how to integrate mindfulness, spirituality, and narrative practice in the GROW coaching process.Know how to enhance motivation to work on change in spiritual, psychosocial environmental practice for recovery and sustainability.

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Romano, Mollie, Johanna Eugenio, and Edie Kiratzis. "Coaching Childcare Providers to Support Toddlers' Gesture Use With Children Experiencing Early Childhood Poverty." Language, Speech, and Hearing Services in Schools 52, no. 2 (April 20, 2021): 686–701. http://dx.doi.org/10.1044/2020_lshss-20-00112.

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Purpose The purpose of this study is to examine the impact of an intervention in which childcare providers (CCPs) are coached to support toddlers' gesture use during every day classroom routines. Method This study uses a multiple-baseline across strategies single-case experimental design to examine the impact of a coaching intervention on three CCPs' use of communication strategies with toddlers experiencing early childhood poverty. The CCPs were coached with a systematic framework called Setting the Stage, Observation and Opportunities to Embed, Problem-solving and Planning, Reflection and Review as they learned to implement three strategies to support toddlers' gesture use— modeling gestures with a short phrase, opportunities to gesture, and responding/expanding child gestures . CCPs were coached during book sharing and another classroom routine of their choice. Social validity data on the coaching approach and on the intervention strategies were gathered from postintervention interviews. Results The visual analysis and nonoverlap of all pairs' effect size indicates that the coaching intervention had a functional relation with CCPs' use of modeling gestures and responding/expanding gestures during book sharing, play, and circle time. Social validity data indicate that CCPs found the coaching framework supportive of their learning and feelings of self-efficacy, and that the intervention strategies supported their toddlers' communication. Conclusions The coaching framework was used to increase CCP strategy use during everyday classroom routines with toddlers. CCPs endorsed the coaching approach and the intervention strategies. This study adds to the literature supporting efforts to enhance children's earliest language learning environments. Supplemental Material https://doi.org/10.23641/asha.14044055

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Zourbanos, Nikos, Antonis Hatzigeorgiadis, Nikos Tsiakaras, Stiliani Chroni, and Yannis Theodorakis. "A Multimethod Examination of the Relationship Between Coaching Behavior and Athletes’ Inherent Self-Talk." Journal of Sport and Exercise Psychology 32, no. 6 (December 2010): 764–85. http://dx.doi.org/10.1123/jsep.32.6.764.

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The aim of the present research was to investigate the relationship between coaching behavior and athletes’ inherent self-talk (ST). Three studies were conducted. The first study tested the construct validity of the Coaching Behavior Questionnaire (CBQ) in the Greek language, and provided support for its original factor structure. The second study examined the relationships between coaching behavior and athletes’ ST in field, with two different samples. The results showed that supportive coaching behavior was positively related to positive ST (in one sample) and negatively related to negative ST (in both samples), whereas negative coaching behavior was negatively related to positive ST (in one sample) and positively related to negative ST (in both samples). Finally, the third study examined the relationships experimentally, to produce evidence regarding the direction of causality. The results showed that variations in coaching behavior affected participants’ ST. Overall, the results of the present investigation provided considerable evidence regarding the links between coaching behavior and athletes’ ST and suggested that coaches may have an impact on athletes’ thoughts.

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Larson, Anne L., Mollie Romano, Christina Meyers, Johanna Eugenio, and Sue T. Olsen. "Supporting Caregiver Coaching in Telepractice Through Web-Based Professional Development." Perspectives of the ASHA Special Interest Groups 7, no. 2 (April 14, 2022): 616–34. http://dx.doi.org/10.1044/2021_persp-21-00089.

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Purpose: The COVID-19 pandemic caused a rapid shift in service delivery; hence, many speech-language pathologists (SLPs) were delivering services to children and families via telepractice without advanced notice or preparation. This clinical focus article describes a caregiver coaching approach that can be implemented through telepractice and the results of a professional development training designed to assist early intervention (EI) providers in quickly implementing the caregiver coaching model. Method: Twenty-five EI providers participated in web-based professional development trainings describing the components of a caregiver coaching approach to be used in telepractice. Participants completed pre- and posttraining surveys to report on their current knowledge of caregiver coaching and self-reported changes in their provision of caregiver coaching through telepractice. Results: Most participants were able to list, describe, and identify caregiver coaching strategies following training. All providers also described changes in their implementation of the caregiver coaching practices during interactions with children and families in telehealth sessions after receiving training. Conclusions: This clinical focus article provides information for SLPs on the implementation of caregiver coaching approaches as applied in telepractice, as well as preliminary evidence of the effectiveness for web-based professional development training to expand SLPs' knowledge and skills related to caregiver coaching in EI. Future research, including ongoing professional development and coaching to ensure fidelity in the implementation of this approach, is discussed, as well as recommendations to expand practice and research in the area of caregiver coaching in telepractice.

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Salovaara, Isabel M. "Coaching centre as camp: Structures of feeling in popular representations of India’s coaching industry." Studies in South Asian Film & Media 11, no. 1 (November 1, 2020): 101–17. http://dx.doi.org/10.1386/safm_00022_1.

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In the last two decades, critical representations of the Indian education system have gained prominence in Hindi-language popular media. Centring on concerns about both pedagogy and inequality, these media texts have recently begun to incorporate fictionalized depictions of schooling beyond school – the vast ‘shadow education’ system that prepares students for school tests and competitive examinations in engineering, medical, civil service and other primarily technical and professional fields. This article explores the political significance of ambivalences that inhere within and between representations of the coaching industry. These ambivalences produce a narrative of enclosure in which upper-caste middle classes endure persecution while simultaneously engaging in forms of disciplinary self-fashioning in service to the nation. These ‘structures of feeling’ resonate with social theories of the camp, reconsidered from the Indian context.

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Azarova, Ofeliia A. "Coaching in foreign language training of social sciences students as a facilitator of their personal and professional development." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 2, 2020 (2020): 215–21. http://dx.doi.org/10.31862/2218-8711-2020-2-215-221.

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The coaching model of training in the field of Arts is an element of the psychological support in a pedagogical activity. Such a support is primarily aimed at creating personal and value guidelines, evolving students’ potential in the field of self-determination and self-development, including, while studying a foreign language, in the content, goals and objectives such components as psychological assistance to students in solving their educational and daily problems, overcoming barriers and demotivators for learning a non-native language. The coaching model allows to teach more effectively and develop students’ ability to study on their own and think critically, to find a way out in difficulties or dangerous life situations. The specifics of the activity oblige a coach to plan classes in a life-affirming manner, to introduce innovations competently and warily, to resist stereotyping, to mitigate negative feelings, self-doubt. At the end of the article, a number of psychological and pedagogical conditions are proposed for putting into practice the coaching model of foreign language training.

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Skinner, Emily N., Margaret C. Hagood, and Mary C. Provost. "Creating a New Literacies Coaching Ethos." Reading & Writing Quarterly 30, no. 3 (May 30, 2014): 215–32. http://dx.doi.org/10.1080/10573569.2014.907719.

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Tassinari, Maria Giovanna, and Marina Mozzon-McPherson. "FROM LANGUAGE TEACHERS TO LANGUAGE LEARNING ADVISORS: A JOURNEY MAP." Philologia hispalensis 1, no. 34 (2020): 121–39. http://dx.doi.org/10.12795/ph.2020.v34.i01.07.

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This article examines the development of the practice of advising in language learning (ALL) and the related establishment of a distinctive role for language learning advisors (LLAs) in the context of Modern Languages in Higher Education. It firstly defines ALL, its principles and interdisciplinary contributions to the construction of reflective dialogue which lies at the heart of advising; these come, inter alia, from counselling, psychology, and coaching. Secondly, it discusses the gradual shift from two distinctive practices (language teaching and advising for language learning) to a more highly integrated academic practice which utilises intentional, skilful reflective dialogue as its distinctive professional feature for successful, sustained, learning conversations. Thirdly, it illustrates this shift through advisors’ professional development stories and their professional needs. Finally, it identifies areas for further research and professional preparation of ALL practitioners and concludes by reflecting on the challenges facing universities, and the positive contribution which ALL can make to address them.

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Rodríguez Manrique, María Lourdes. "Reseña del libro Coaching con PNL." Illustro 5 (February 10, 2021): 71–72. http://dx.doi.org/10.36901/illustro.v5i0.1258.

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Mills, Kerry, and Jennifer Brush. "Coaching Care Partners Who Support Loved Ones With MCI." Perspectives on Gerontology 19, no. 2 (May 2014): 50–56. http://dx.doi.org/10.1044/gero19.2.50.

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Speech-language pathologists can play a critical role in providing education and intervention to prevent social withdrawal, prevent premature disability, and maximize cognitive functioning in persons with MCI. The purpose of this article is to describe positive, solution-focused educational program that speech-language pathologists can implement with family care partners to improve relationships and provide quality care for someone living with MCI.

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Rangeon, Sandrine, Wade Gilbert, and Mark Bruner. "Mapping the World of Coaching Science: A Citation Network Analysis." Journal of Coaching Education 5, no. 1 (May 2012): 83–108. http://dx.doi.org/10.1123/jce.5.1.83.

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The purpose of the present study was to use citation network analysis to identify key publications and influential researchers in coaching science. A citation network analysis was conducted on references of English-language peer-reviewed coaching research articles published in 2007 and 2008 (n=141 articles; 3,891 references). Publications were coded for type (e.g., conceptual, empirical) and topic (e.g., efficacy, coach development). The structure of the field was revealed through the creation of a co-authorship network. Results show that coaching science is highly influenced by a small set of key publications and researchers. The results provide a unique overview of the field and influential authors, and complement recent overviews of coaching science (Gilbert & Trudel, 2004; Lyle & Cushion, 2010; McCullick et al., 2009).

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Tetiana Kolodko. "PURSUING FUTURE FOREIGN LANGUAGE TEACHERS’ PROFESSIONAL DEVELOPMENT." Science Review, no. 7(24) (September 30, 2019): 30–35. http://dx.doi.org/10.31435/rsglobal_sr/30092019/6681.

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The study was aimed to determine the importance of pursuing professional development of foreign language teachers. Three approaches to professional development such as theory-to-practice, coaching/mentoring and reflection are identified. The scientists’ outlooks on the given issue are analyzed. Some recommendations for using mobile technologies in professional development are highlighted. Characteristics of effective professional development are substantiated in the study. Teachers’ effective professional development activities are outlined.

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Porras, Nohora Inés, Lenys Smith Díaz, and Marlen María Nieves. "Reverse mentoring and peer coaching as professional development strategies." Colombian Applied Linguistics Journal 20, no. 2 (July 31, 2018): 162–69. http://dx.doi.org/10.14483/22487085.12422.

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Presently, learning a foreign language is an essential academic requirement in several contexts, hence the importance and the need for effective teaching in this field at all educational levels starting with the first years of school. As a consequence, teaching and learning in elementary school is a key issue to success in the learner’s future language learning. However, at some public elementary schools in Colombia there are many factors that hinder this process. One of them is the fact that most of the teachers who are in charge of teaching English in elementary schools are not sufficiently trained to do this job (McNulty & Quinchía, 2007). For this reason, the aim of this study is to strengthen the pedagogical practices of the participating teachers. Guided by the theoretical foundations of peer coaching and reverse mentoring, this mixed-methods study examined strategies for professional development via results of an English test, class observations, questionnaires, focus groups, interviews, and journals. Findings show the effectiveness of the proposal in terms of the professional growth of the participants who exchanged teaching experiences and pedagogical tools within a mutual and trusting atmosphere. This helped them to enhance their knowledge about teaching a foreign language and test new teaching techniques and strategies to favor their students’ language learning.

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Wetzel, Melissa Mosley, Annie Daly, Kira LeeKeenan, and Natalie Sue Svrcek. "Coaching Using Racial Literacy in Preservice Teacher Education." Journal of Literacy Research 53, no. 4 (October 28, 2021): 539–62. http://dx.doi.org/10.1177/1086296x211052246.

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Drawing on a theoretical framework that centers race, racism, and anti-racism, this study explores a coaching conference in preservice literacy teacher education. In classrooms, teachers often encounter disruptions in the community; however, those disruptions are often seen as problems to be solved and are addressed without interrogating race discourses. This study builds on previous research that has explored how teachers engage in developing understandings about race in relation to their practice using discursive tools of racial literacy. We ask, How do three White teachers draw on race discourses that are racist and anti-racist within the context of one coaching event, a post-conference? Using critical discourse analysis, we describe and interpret how race discourses were drawn upon and disrupted in the conference. We conclude with a discussion of the racial literacy practices that have promise in this coaching context and in other professional settings.

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Sinha, Kanhaiya Kumar. "Role of Modern Technology in Teaching and Learning the English Language in Indian Educational Institutions." Indonesian Journal of English Language Studies (IJELS) 8, no. 2 (August 5, 2022): 19–30. http://dx.doi.org/10.24071/ijels.v8i2.4713.

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The area of language schooling is converting at an ever-growing rate. Traditional notions of schooling are giving way to newer, greater modern approaches to considering how we analyze, accumulate information, and educate. The study room surroundings these days are absolutely one of a different kind from the conventional ones. The conventional strategies that are especially primarily based totally on lecturing and rote studying lessen English language studying to mechanical memorization and miserably fail in growing the English language as an ability for most of the newcomers. In an age of ubiquitous presence of technology, the pedagogy of coaching method has additionally passed through a sea-change. New technologies, just like the Internet, YouTube, Skype, Twitter, Blogs, etc., have brought the best stimulus and additionally, newcomers’ engagement and proper interactivity in the classrooms. But instructors’ burnout is an unhappy phenomenon that is affecting the coaching career in a whole lot of approaches. As we recognize, whiners don’t encourage others or mobilize them to act. Learning via way of means of instance, greater than ever, is the process of a trainee in the twenty-first century. Teachers, via the usage of the modern ELT (English Language Teaching) strategies like English songs, film clippings, dramatics, advertisements, sports activities, commentaries and plenty of greater values, can have interaction with the newcomers to come to be professionals in the English language. This paper specializes in the want to make English language coaching smooth and exciting through modern strategies.

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Cheon, JiHye, Young Tae Kim, and Youngmee Lee. "The Effects of Reading Fluency Intervention via Tele-practice Parent Coaching on Parent’s Intervention Strategies and the Reading Fluency Skills of Children with Cochlear Implants." Communication Sciences & Disorders 27, no. 1 (March 31, 2022): 220–38. http://dx.doi.org/10.12963/csd.22876.

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Objectives: The purpose of this study was to investigate the effectiveness of tele-practice parent coaching on parents’ intervention strategies and the reading fluency skills of children with cochlear implants (CIs).Methods: Five dyads of mother and child with CIs participated in this study. Five Korean second graders with cochlear implants participated in reading fluency tasks individually. All of them had reading fluency difficulties. We examined the efficacy of tele-practice parent coaching program for children with CIs by employing a pretest-posttest-maintenance design.Results: The parents demonstrated increases in their use of each reading intervention strategies after parent-coaching instruction. Post and maintenance of intervention strategies use in the home was sustained; indicating that parent coaching routines are effective to achieve maximal outcomes. All children demonstrated gains in their use of reading fluency skills.Conclusion: The results show that the parent coaching delivered through tele-practice had positive effects on parents’ learning behaviors and the reading fluency of children with CIs. This study provides useful information for developing parent coaching programs in terms of the reading fluency skills of children with CIs. Thus, the implementation of developing parent programs in the field of communication disorders is suggested.

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Morgan, Denise N., Celeste C. Bates, Lisa D. Aker, Jaime Dawson, Becca D. Doswell, Pam Lancaster, Enrique A. Puig, and Jeff L. Williams. "Coaching and Professional Learning: Looking for Inspiration." Reading Teacher 73, no. 3 (October 28, 2019): 385–89. http://dx.doi.org/10.1002/trtr.1859.

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Yamamoto, Yoneo, and Orlando G. Vanin. "CAI Systems in English." Journal of Educational Technology Systems 15, no. 4 (June 1987): 365–74. http://dx.doi.org/10.2190/qhpy-8xkx-3qe4-ag3k.

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This article provides an outline of a CAI system used to improve junior and senior high school students' grasp of English vocabulary through a game format. In order to implement it, we have developed an associative database and implemented it as a coroutine to the system. The article focuses mainly on the natural language interface and the coaching mechanism used in the system. Although English is the target language, Japanese was used to communicate with the student. The coaching mechanism is embedded in the interface and is an attempt to make tutoring strategies independent from the system. Basic structures and algorithms have been provided.

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Semehyn, T., and V. Kucher. "COACHING USAGE IN THE FORMATION OF STUDENTS’ FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE." Pedagogy of the formation of a creative person in higher and secondary schools 3, no. 75 (2021): 57–60. http://dx.doi.org/10.32840/1992-5786.2021.75-3.10.

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Hindman, Annemarie H., and Barbara A. Wasik. "Unpacking an Effective Language and Literacy Coaching Intervention in Head Start." Elementary School Journal 113, no. 1 (September 2012): 131–54. http://dx.doi.org/10.1086/666389.

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James, V. J., and E. P. Eyland. "Australian network provides language, literature and coaching for hearing-impaired students." British Journal of Educational Technology 22, no. 2 (May 1991): 139–41. http://dx.doi.org/10.1111/j.1467-8535.1991.tb00298.x.

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