Creating Futures Activity Cards and Teacher Guide.

ERIC Educational Resources Information Center

Klenzman, Elizabeth; Taylor, Paula

Teachers can use these learning activities to teach about the future in elementary and secondary social studies, science, math, language arts, and arts courses. The purpose of the activities is to help students practice creative-thinking skills, investigate problems relevant to their personal futures, experience the concept of change, and evaluate…

Teachers as "Reform-Doers": Developing a Participatory Curriculum to Teach English as a Foreign Language

ERIC Educational Resources Information Center

Banegas, Dario Luis

2011-01-01

In this article I investigate the process of an in-service programme for English-as-a-foreign-language (EFL) teachers in Argentina started in 2007. Teachers began to feel uneasy about the EFL curriculum for secondary education at the time, feeling that something should be done to develop a participatory curriculum to be implemented in the future.…

Formalising the Future of Languages Education

ERIC Educational Resources Information Center

Cunningham, Denis

2004-01-01

Education is the right, but not the reality, of all. Various international trends are identified to set the scene for languages education. Challenges facing the teaching profession--in the contexts of teachers, students, teacher training, conditions and the curriculum--are addressed by effective strategies. Policy is prioritised, as it is in this…

Stakeholder Views on the Roles, Challenges, and Future Prospects of Korean and Chinese Heritage Language-Community Language Schools in Phoenix: A Comparative Study

ERIC Educational Resources Information Center

You, Byeong-keun; Liu, Na

2011-01-01

This study examines stakeholders' perspectives on Korean and Chinese heritage language and community language (HL-CL) schools and education in the Phoenix Metropolitan Area, Arizona. It investigates and compares the roles, major challenges, and future prospects of Korean and Chinese HL-CL schools as viewed by principals, teachers, and parents. To…

Are preservice teachers prepared to teach struggling readers?

PubMed

Washburn, Erin K; Joshi, R Malatesha; Binks Cantrell, Emily

2011-06-01

Reading disabilities such as dyslexia, a specific learning disability that affects an individual's ability to process written language, are estimated to affect 15-20% of the general population. Consequently, elementary school teachers encounter students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. However, recent evidence may suggest that teacher preparation programs are not providing preservice teachers with information about basic language constructs and other components related to scientifically based reading instruction. As a consequence preservice teachers have not exhibited explicit knowledge of such concepts in previous studies. Few studies have sought to assess preservice teachers' knowledge about dyslexia in conjunction with knowledge of basic language concepts. The purpose of the present study was to examine elementary school preservice teachers' knowledge of basic language constructs and their perceptions and knowledge about dyslexia. Findings from the present study suggest that preservice teachers, on average, are able to display implicit skills related to certain basic language constructs (i.e., syllable counting), but fail to demonstrate explicit knowledge of others (i.e., phonics principles). Also, preservice teachers seem to hold the common misconception that dyslexia is a visual perception deficit rather than a problem with phonological processing. Implications for future research as well as teacher preparation are discussed.

Language Teacher Associations: Key Themes and Future Directions

ERIC Educational Resources Information Center

Paran, Amos

2016-01-01

This article presents the themes that emerge from this Special Issue on language teacher associations (LTAs). I discuss various conceptualizations of LTAs, as well as the different theoretical frameworks which the contributors to the Special Issue use in their analyses. I then focus on some of the ways in which LTAs achieve their mission of…

A Closer Look: Examining Teachers' Language Around UDL, Inclusive Classrooms, and Intellectual Disability.

PubMed

Lowrey, K Alisa; Hollingshead, Aleksandra; Howery, Kathy

2017-02-01

The purpose of this study was to examine the language teachers used to discuss inclusion, Universal Design for Learning (UDL), and learners with intellectual disability (ID) in an effort to better understand how teachers describe the relationship between those three. Utilizing a secondary analysis procedure, interview transcripts from seven general education teachers were reanalyzed to identify language used by teachers to refer to inclusive educational settings, the implementation of UDL, and learners with intellectual disability. The identified themes were then juxtaposed against the UDL framework (principles, guidelines, and checkpoints) and the current literature related to UDL and inclusive education. We end with recommendations for future practice and research involving inclusive classrooms, UDL, and learners with ID.

Pre-Service EFL Teachers' Online Participation, Interaction, and Social Presence

ERIC Educational Resources Information Center

Satar, H. Muge; Akcan, Sumru

2018-01-01

Participation in online communities is an increasing need for future language teachers and their professional development. Through such participation, they can experience and develop an awareness of the behaviors required to facilitate their future learners' participation in online learning. This article investigates participation, interaction…

The Future Is Now: Preparing a New Generation of CBI Teachers

ERIC Educational Resources Information Center

Horn, Bradley

2011-01-01

Content-based instruction (CBI) is not a new term for foreign language teachers. By some accounts, CBI has been employed since the ancient Akkadians adopted Sumerian as the medium of instruction to educate their young in science and religion (Mehisto, Frigols, and Marsh 2008, 9). In the modern era, content-based approaches to language instruction…

A Practical Guide to the Teaching of English as a Second or Foreign Language.

ERIC Educational Resources Information Center

Rivers, Wilga M.; Temperley, Mary S.

This text, designed for future teachers of English as a second or foreign language, considers language teaching methodology in the light of recent research in psychology and linguistics. Many aspects of language learning that contribute to effective language use are discussed: oral communication, pronunciation, grammar instruction, listening…

USA: L'Avenir du francais se joue sur un air de Sidney Bechet (U.S.A.: The Future of French Playing on a Sidney Bechet Tune).

ERIC Educational Resources Information Center

Charpantier, Jean

1989-01-01

The concern in the United States about foreign language instruction, as illustrated in recent reports about American education and language competence in general, is discussed and issues in the future of French language instruction in the United States are examined. These include public attitudes and teacher supply. (MSE)

Learning from New Americans

ERIC Educational Resources Information Center

Preble, Bill; Fitzgerald, Carlton

2011-01-01

To help aspiring teachers better understand their English language learners, New England College invited a group of recently arrived students into a classroom of preservice teachers to share their insights about how teachers can best support them. The future teachers appreciated the students' suggestions about pairing them with a peer, checking in…

On the Richness of Grammar as an Analytical Lens in the Integrated Language Arts

ERIC Educational Resources Information Center

Massey, Lance

2011-01-01

As a teacher of Bowling Green State University's English 3810, Grammar and Writing, the author is charged with teaching future language arts teachers how to teach grammar so that it actually helps their students become better writers and communicators. Because such teaching rejects the ineffective but time-honored drill-it-and-kill-it approach, in…

A Typology of Tasks for Mobile-Assisted Language Learning: Recommendations from a Small-Scale Needs Analysis

ERIC Educational Resources Information Center

Park, Moonyoung; Slater, Tammy

2014-01-01

In response to the research priorities of members of TESOL (Teachers of English to Speakers of Other Languages), this study investigated language learners' realworld tasks in mobile-assisted language learning (MALL) to inform the future development of pedagogic tasks for academic English as a second language (ESL) courses. The data included…

Training fuer zukuenftige Englischlehrer (Training for Future English Teachers)

ERIC Educational Resources Information Center

Loeffler, Renate

1977-01-01

Discusses weaknesses in the present training curriculum for foreign language teachers in Germany. Discusses in some detail "interaction analysis" and "microteaching." Concludes with suggestions as to how research findings can be introduced into teacher-training seminars. (Text is in German.) (IFS/WGA)

CLIL in physics lessons at grammar school

NASA Astrophysics Data System (ADS)

Štefančínová, Iveta; Valovičová, Ľubomíra

2017-01-01

Content and Language Integrated Learning (CLIL) is one of the most outstanding approaches in foreign language teaching. This teaching method has promising prospects for the future of modern education as teaching subject and foreign languages are combined to offer a better preparation for life in Europe, especially when the mobility is becoming a highly significant factor of everyday life. We realized a project called Foreign languages in popularizing science at grammar school. Within the project five teachers with approbation subjects of English, French, German and Physics attended the methodological courses abroad. The teachers applied the gained experience in teaching and linking science teaching with the teaching of foreign languages. Outputs of the project (e.g. English-German-French-Slovak glossary of natural science terminology, student activity sheets, videos with natural science orientation in a foreign language, physical experiments in foreign languages, multimedia fairy tales with natural contents, posters of some scientists) are prepared for the CLIL-oriented lessons. We collected data of the questionnaire for students concerning attitude towards CLIL. The questionnaire for teachers showed data about the attitude, experience, and needs of teachers employing CLIL in their lessons.

The Future of Whole Language

ERIC Educational Resources Information Center

Gilles, Carol

2006-01-01

Whole language is a dynamic and generative philosophy of education that started as a grass roots teacher movement. Throughout its history it has been lauded worldwide as well as being attacked. This article explores whole language through two lenses. First it examines the history of whole language through the eyes of someone who participated in…

Responding to the Call: Developing and Assessing Pedagogical Spanish Competencies in Bilingual Teacher Education

ERIC Educational Resources Information Center

Aquino-Sterling, Cristian R.

2016-01-01

Bilingual teacher education scholars continue to advocate for the improvement of Spanish language-related teacher preparation practices. However, the field is in need of research on how bilingual teacher educators across the U.S. are addressing this task in their work with future teachers. In responding to this call, I describe an approach and an…

Technology and the Future of Language Teaching

ERIC Educational Resources Information Center

Kessler, Greg

2018-01-01

We are living in a time with unprecedented opportunities to communicate with others in authentic and compelling linguistically and culturally contextualized domains. In fact, language teachers today are faced with so many fascinating options for using technology to enhance language learning that it can be overwhelming. Even for those who are…

Exploring the Influence of Video Feedback upon Teacher Candidates' Evolution of Teaching Beliefs and Second Language Acquisition Specialized Knowledge of Comprehensible Input

ERIC Educational Resources Information Center

Li, Shikun

2017-01-01

Theorists agree that adequate knowledge does not guarantee better decisions or performances in the future (Gu, 2007; Dana & Yendol-Hpppery, 2008). Instead, they suggest that in order to comprehend teachers' decision and practices, researchers need to learn about both teachers' belief and knowledge. Meanwhile, in-service teachers were…

The Past, Present, and Future of the Consortium and Foreign Language Instruction.

ERIC Educational Resources Information Center

Paine, Ruth

The proportion of active foreign language teachers working in cooperative or collaborative efforts is very small. Foreign languages have lagged behind other disciplines in this area. Consortia, or groups of postsecondary institutions agreeing to work together toward specific, long-range goals, date back to medieval times, but few have emerged over…

Initial Teacher Education: Does Self-Efficacy Influence Candidate Teacher Academic Achievement and Future Career Performance?

ERIC Educational Resources Information Center

Shawer, Saad F.

2013-01-01

This quantitative investigation examined the influence of low and high self-efficacy on candidate teacher academic performance in a foreign language teaching methodology course through testing the speculation that high self-efficacy levels would improve pedagogical-content knowledge (PCK). Positivism guided the research design at the levels of…

What do preservice teachers from the USA and the UK know about dyslexia?

PubMed

Washburn, Erin K; Binks-Cantrell, Emily S; Joshi, R Malatesha

2014-02-01

The purpose of the study was to examine the knowledge base of preservice teachers from the USA and the UK of dyslexia as a language-based learning disability. A survey (both US and UK versions) was constructed using current research-based understandings of dyslexia as a language-based learning disability. One hundred and one preservice teachers from the USA and 70 preservice teachers from the UK were administered the survey. Results indicated that participants in the two groups demonstrated some similar accurate knowledge about dyslexia as well as displaying some common misunderstandings about dyslexia. Recommendations concerning preservice teacher preparation and professional development for in-service teachers about dyslexia as well as future research directions are discussed. Copyright © 2013 John Wiley & Sons, Ltd.

The CATESOL Journal, 2001.

ERIC Educational Resources Information Center

Brinton, Donna, Ed.; Ching, Roberta, Ed.

2001-01-01

This journal contains the following articles: "Teachers' Perceptions of the Supports and Resources Needed to Prepare English Language Learners for the Future" (Douglas Fisher); "Exploring the Learning Styles of Russian-Speaking Students of English as a Second Language" (Ann C. Wintergerst and Andrea DeCapua); "New Voices…

Diagnosing Diagnostic Language Assessment

ERIC Educational Resources Information Center

Lee, Yong-Won

2015-01-01

Diagnostic language assessment (DLA) is gaining a lot of attention from language teachers, testers, and applied linguists. With a recent surge of interest in DLA, there seems to be an urgent need to assess where the field of DLA stands at the moment and develop a general sense of where it should be moving in the future. The current article, as the…

Le Tutorat: Structure et Outil de Formation (Tutoring: Structure and Instruments of Development).

ERIC Educational Resources Information Center

Berthet, A.; And Others

1996-01-01

Focuses on the assurance by the Alliance Francaise of Paris of professional development of future teachers of foreign languages. The article describes the members of the Alliance as professors at the Foreign Language School of Paris with university training in such diverse fields as linguistics, modern languages, education, and philosophy. Their…

Towards a Model of Teacher Leadership in ELT: Authentic Leadership in Classroom Practice

ERIC Educational Resources Information Center

Greenier, Vincent T.; Whitehead, George E. K.

2016-01-01

This study investigates how the model of Authentic Leadership applies to language teaching and its implications for future directions in teacher education programmes. Data was collected from 56 native-speaking English teachers through an online survey consisting of specific open-ended and short answer type questions. The results of the study…

Learner to Teacher: EFL Student Teachers' Perceptions on Internet-Assisted Language Learning and Teaching

ERIC Educational Resources Information Center

Kuo, Ming-Mu

2008-01-01

To meet the challenges of fast-paced globalization and a more demanding high-tech environment of the future, it is imperative to train students for equipping with relevant abilities and competencies, especially in online literacy and communication skills, and assist them to build correct technology attitude and belief. Student teachers'…

Mediated Language Immersion and Teacher Ideologies: Investigating Trauma Pedagogy within a "Physics in Spanish" Course Activity

ERIC Educational Resources Information Center

Settlage, John; Gort, Mileidis; Ceglie, Robert J.

2014-01-01

Trauma pedagogy occupies an intriguing space within the discourse about effective teaching of culturally and linguistically diverse students, particularly in relation to preservice teacher notions of power. One set of messages received by future teachers strongly advocates for asserting authority within the classroom by taking control via strict…

Fiche pratique: Concours TV5; Le Bresil, c'est quoi?; Simple...le futur et le passe; La phonetique...en chantant (Practical Ideas: TV 5 Contest; Brazil, That's What?; Simple...the Future and the Past; Phonetics in Song).

ERIC Educational Resources Information Center

Lippi, Sabine; And Others

1996-01-01

Four French-language classroom activities are described, including some winning exercises in a French-language teachers' contest, a reading exercise on Brazil, an activity for practicing verb tenses, and the use of songs to teach difficult pronunciation to students. (MSE)

Basic Skills Resource Center: The Effects of Learning Strategies; Training on the Development of Skills in English as a Second Language

DTIC Science & Technology

1985-05-01

Teachers interested in helping students to become more effective learners * should be aware of strategies which can be embedded in curricul1a and...taught *to students with only modest extra effort. Teachers can expand their * instructional role to include a variety of learning strategies which... can be used with specific types of language tasks. Future research should be * directed to refining strategy training approaches, and determining

It's Elementary in Appalachia: Helping Prospective Teachers and Their Students Understand Sexuality and Gender

ERIC Educational Resources Information Center

Swartz, Patti Capel

2003-01-01

The most blatant discrimination that exists today in schools is that directed toward lesbian, gay, bisexual, transgender, queer, and intersex students (l/g/b/t/i/q). English and language arts teacher education programs can help foster critical awareness among future teachers of sexuality and gender as well as provide the pedagogical skills and…

Diversity in Secondary English Classrooms: Conceptions and Enactments

ERIC Educational Resources Information Center

Angus, Ryan; de Oliveira, Luciana C.

2012-01-01

Diversity is conceptualised in many different ways in terms of race, ethnicity, sexual orientation, language and class. Much has been written about these conceptions of diversity in educational settings and how teacher education programs should prepare pre-service teachers to address diversity in their future classrooms. In this article, however,…

Language in the Marketplace.

ERIC Educational Resources Information Center

Galloway, Vicki

These materials were developed by the South Carolina Department of Education for use in a public relations (PR) workshop for foreign language teachers. They deal with a grassroots PR campaign in terms of program planning to bridge the gap from present actuality to future possibilities. They also treat the means by which these efforts may be…

Patterns and Punctuation: Learning to Question Language

ERIC Educational Resources Information Center

Schlessman, Elizabeth

2011-01-01

As teachers plan instruction--even instruction about punctuation--they have the opportunity to engage students' minds and create new labels: question-asking, problem-solving. How teachers teach embeds a vision of who they think kids are and what they think kids are capable of. Are they destined for a future of critical thinking, questioning,…

Reconsidering the Hypothetical Adolescent in Evaluating and Teaching Young Adult Literature

ERIC Educational Resources Information Center

Sulzer, Mark A.; Thein, Amanda Haertling

2016-01-01

Courses on teaching young adult literature (YAL) often encourage preservice English language arts teachers to consider their future students as they evaluate texts for classroom use. In this study, Sulzer and Thein analyzed preservice teachers' responses to familiar questions used to frame discussions of YAL--questions that ask them to read on…

Become More Sophisticated about Diversity

ERIC Educational Resources Information Center

Ferguson, Ronald F.

2007-01-01

It is no longer news that the U.S. is becoming a more diverse nation and will someday have a nonwhite majority, with students from many language backgrounds. They will arrive at school with great skill disparities, and the nation's future will depend on how effectively schools and teachers respond. Professional learning for teachers will need to…

One to Grow On/Different Data, Different Roles

ERIC Educational Resources Information Center

Tomlinson, Carol Ann

2015-01-01

This article describes a language arts teacher's two-tiered way of using assessment data, which uses both standardized assessment data and teacher-created "skills" inventories. Standardized test data may help see where a learner performed in a previous year on items that often do not line up too well with future content. Standardized…

Experiencing the Needs and Challenges of ELLs: Improving Knowledge and Efficacy of Pre-Service Teachers through the Use of a Language Immersion Simulation

ERIC Educational Resources Information Center

Wright-Maley, Cory; Green, Jennifer D.

2015-01-01

Pre-service teachers need to understand how to support ELLs in their future classrooms, yet evidence suggests that pre-service ELL training may not be as effective as we need it to be. One promising strategy for increasing pre-service teachers' efficacy and knowledge around teaching ELLs is through a shock-and-show simulation. This strategy…

Why elementary teachers might be inadequately prepared to teach reading.

PubMed

Joshi, R Malatesha; Binks, Emily; Hougen, Martha; Dahlgren, Mary E; Ocker-Dean, Emily; Smith, Dennie L

2009-01-01

Several national reports have suggested the usefulness of systematic, explicit, synthetic phonics instruction based on English word structure along with wide reading of quality literature for supporting development in early reading instruction. Other studies have indicated, however, that many in-service teachers are not knowledgeable in the basic concepts of the English language. They may be well versed in children's literature but not know how to address the basic building blocks of language and reading. The authors hypothesized that one of the reasons for this situation is that many instructors responsible for training future elementary teachers are not familiar with the concepts of the linguistic features of English language. This hypothesis was tested by administering a survey of language concepts to 78 instructors. The results showed that even though teacher educators were familiar with syllabic knowledge, they performed poorly on concepts relating to morphemes and phonemes. In a second study, 40 instructors were interviewed about best practices in teaching components and subskills of reading. Eighty percent of instructors defined phonological awareness as letter-sound correspondence. They also did not mention synthetic phonics as a desirable method to use for beginning reading instruction, particularly for students at risk for reading difficulties. In conclusion, providing professional development experiences related to language concepts to instructors could provide them the necessary knowledge of language concepts related to early literacy instruction, which they could then integrate into their preservice reading courses.

Saying vs. Doing: A Contradiction in the Professional Development of Foreign Language Teaching Assistants

ERIC Educational Resources Information Center

Angus, Katie

2016-01-01

Despite the sizeable portion of foreign language (FL) instruction provided by graduate students now as teaching assistants (TAs) and in the future as faculty, few studies have considered TAs' perspectives on their own professional development. To inform the professional development of FL graduate students as teachers, the present study updated and…

Contextualization and Authenticity in TBLT: Voices from Chinese Classrooms

ERIC Educational Resources Information Center

Chen, Qi; Wright, Clare

2017-01-01

In view of ongoing debates about the future of task-based language teaching (TBLT) in contexts of English as a foreign language (EFL), we present a detailed case study of teacher beliefs and practices regarding TBLT conducted in a secondary school in mainland China with a long history of communicative and task-based teaching approaches. We used a…

Formation of Future Teachers' Professional Competence on the Basis of Polylingual Approach: The State Analysis

ERIC Educational Resources Information Center

Zhorabekova, Ainur N.

2015-01-01

Nowadays the institutions of higher education are facing new challenges, the which aim is to provide highly qualified specialists who have mastered not only professional knowledge, but also ready for intercultural multilingual communication, solving problems independently, teaching subjects in two or more languages. For teacher training, we need a…

Teaching Future K-8 Teachers the Language of Newton: A Case Study of Collaboration and Change in University Physics Teaching

ERIC Educational Resources Information Center

Briscoe, Carol; Prayaga, Chandra S.

2004-01-01

This interpretive case study describes a collaborative project involving a physics professor and a science educator. We report what was learned about factors that influenced the professor's development of teaching strategies, alternative to lecture, that were intended to promote prospective teachers' meaningful learning and their use of canonical…

Energy: What About the Future? Easy Energy Reader, Book IV.

ERIC Educational Resources Information Center

Information Planning Associates, Inc., Rockville, MD.

Four articles about future energy technologies and problems comprise this collection of readings intended for the junior high school language arts curriculum. Each entry has been scored for readability according to the Gunning Fog Index. By referring to these ratings, a teacher can provide students with increasingly more challenging reading…

Teacher-child relationships and classroom-learning behaviours of children with developmental language disorders.

PubMed

Rhoad-Drogalis, Anna; Justice, Laura M; Sawyer, Brook E; O'Connell, Ann A

2018-03-01

Children with developmental language disorders (DLDs) often struggle with classroom behaviour. No study has examined whether positive teacher-child relationships may act as a protective factor for children with DLDs in that these serve to enhance children's important classroom-learning behaviours. To examine the association between the quality of teacher-child relationships and teacher-rated classroom-learning behaviours of children with DLDs in both preschool and kindergarten. Longitudinal data were collected on 191 preschoolers (mean = 42.4 months of age, SD = 11.6 months) with DLDs in special education classrooms during preschool and in kindergarten. Teacher-child relationship quality was assessed in preschool, and children's classroom-learning behaviours were measured in preschool and kindergarten. Regression models were used to examine the relationship between teacher-child relationship quality and children's concurrent and future classroom-learning behaviours. Positive teacher-child relationship quality in preschool was associated with better classroom-learning behaviours in preschool and kindergarten for children with DLDs. Preschool teacher-child relationship quality characterized by low levels of conflict and high levels of closeness was associated with positive classroom-learning behaviours during preschool. Teacher-child conflict but not closeness was predictive of children's classroom-learning behaviours in kindergarten. These results suggest that the quality of the teacher-child relationship for children with DLDs during preschool is associated within their learning-related behaviours in the classroom both concurrently and in the subsequent year. Findings suggest that teacher-child relationships should be explored as a mechanism for improving the learning-related behaviours of children with DLDs. © 2017 Royal College of Speech and Language Therapists.

Language Teachers: Research and Studies in Language(s) Education, Teaching, and Learning in "Teaching and Teacher Education," 1985-2012

ERIC Educational Resources Information Center

Kleinsasser, Robert C.

2013-01-01

The article reviews twelve of 79 articles focusing on language teachers, language(s) teacher education, teaching, and learning published in "Teaching and Teacher Education" since 1985. The twelve articles, divided into three sections, include narrative inquiry and identity, teacher education topics, and contexts. The articles provide local and…

Better Communication Research Programme: Language and Literacy Attainment of Pupils during Early Years and through KS2: Does Teacher Assessment at Five Provide a Valid Measure of Children's Current and Future Educational Attainments? Research Brief. DFE-RB172a

ERIC Educational Resources Information Center

Snowling, Margaret J.; Hulme, Charles; Bailey, Alison M.; Stothard, Susan E.; Lindsay, Geoff

2011-01-01

It is well-established that language skills are amongst the best predictors of educational success. Consistent with this, findings from a population-based longitudinal study of parents and children in the UK indicate that language development at the age of two years predicts children's performance on entering primary school. Moreover, children who…

A Study of In-Service Teacher Educator Roles, with Implications for a Curriculum for Their Professional Development

ERIC Educational Resources Information Center

O'Dwyer, John B.; Atli, Hilal Handan

2015-01-01

In-service educators have a crucial role to play in meeting the professional learning needs of teachers of the future, according to the Council of Europe's "ET 2020", although it is less clear what that role entails. This empirical study, undertaken in a university school of English language in Turkey, explores the everyday experience of…

Even Teachers Get the Blues: Recognizing and Alleviating Language Teachers' Feelings of Foreign Language Anxiety.

ERIC Educational Resources Information Center

Horwitz, Elaine K.

1996-01-01

Argues that many nonnative foreign-language teachers experience foreign-language anxiety and that this anxiety can have negative consequences for language teaching. The article discusses how anxiety affects teachers' feelings of self-confidence, use of the target language, and instructional choices and offers suggestions for increasing teachers'…

Getting It Together: Notes toward a Shared Future for NCTE and CCCC

ERIC Educational Resources Information Center

Gilyard, Keith

2011-01-01

In this article, the author shares his notes toward a shared future for National Council of Teachers of English (NCTE) and Conference on College Composition and Communication (CCCC). He discusses how activism has been at the heart of both organizations, how language activism in particular has separated NCTE and CCCC--and brought them together, and…

A Proposal for a CA-Integrated English Language Teacher Education Program in Turkey

ERIC Educational Resources Information Center

Sert, Olcay

2010-01-01

This study proposes a comprehensive framework for a Conversation Analysis (CA) informed English language teacher education program in Turkey. By reviewing recent studies in CA, Critical Reflective Practice, Teacher Language Awareness and language teacher education in general; the author calls for a more effective language teacher education program…

Lessons from the Other Side of the Teacher's Desk: Discovering Insights to Help Language Learners

ERIC Educational Resources Information Center

Westbrook, Frances

2011-01-01

Most language teachers become teachers because they are fascinated by language. They like the way languages work, they are intrigued by differences between their native tongues and other languages, and they enjoy the process of helping their students learn. Most language teachers have had positive experiences as language students themselves…

Characteristics of an Effective English Language Teacher as Perceived by Iranian Teachers and Learners of English

ERIC Educational Resources Information Center

Shishavan, Homa Babai; Sadeghi, Karim

2009-01-01

This study attempted to characterize qualities of an effective English language teacher (EELT) as perceived by Iranian English language teachers and learners. For this purpose, a tailor-made questionnaire was administered to 59 English language teachers and 215 learners of English at universities, high schools and language institutes in Iran. The…

Pedagogical Self-Image Is the Key to Better Student-Teacher Interaction.

ERIC Educational Resources Information Center

Danahy, Michael

Imagery and metaphors for language teaching, language teachers, and language students that appear in the literature of language teacher training do not reflect a sense of mutual teacher-student cooperation or complementarity, but may instead show why most second language students seldom achieve more than minimal language proficiency. Terminology…

An Explanatory Mixed Method Study on Pre-Service Language Teachers' Communication Apprehension towards Their Instructors

ERIC Educational Resources Information Center

Kavanoz, Suzan

2017-01-01

Promoting higher communication efficiency among teacher candidates and acting as models are among the main professional responsibilities of teacher educators. This makes the task of teachers even more important in language education classes where students are prospective language teachers and their development as language teachers highly depend on…

Redrawing the Boundaries on Theory, Research, and Practice Concerning Language Teachers' Philosophies and Language Teacher Cognition: Toward a Critical Perspective

ERIC Educational Resources Information Center

Crookes, Graham V.

2015-01-01

Two areas of investigation and professional practice--language teachers' philosophies and language teacher cognition--can be considered as related, perhaps overlapping, insofar as they are both the result of thought. The concept of a philosophy of teaching may hold together sets of language teacher cognitions, or guide specific investigations of…

Language Teacher Research in Asia

ERIC Educational Resources Information Center

Farrell, Thomas S. C., Ed.

2006-01-01

The Language Teacher Research Series aims to connect research and practice by highlighting the insights that teachers themselves describe after examining their own practices. This first volume of the five-volume series presents research conducted by language teachers at all levels, from high school English teachers to English language teacher…

Language Teacher Education in Finland and the Cultural Dimension of Foreign Language Teaching--A Student Teacher Perspective

ERIC Educational Resources Information Center

Larzen-Ostermark, Eva

2009-01-01

The increasing importance attributed to the cultural dimension of foreign language (FL) education has entailed new demands for teachers and teacher educators. This paper explores the cultural agenda in Finnish language teacher education from a student teacher perspective. The focus is on the students' perceptions regarding how effectively cultural…

Preschool Teachers' Language Use in Sociodramatic Play

ERIC Educational Resources Information Center

Meacham, Sohyun

2013-01-01

Preschool teachers' language use has been described in recent research, as preschoolers' language development is found to be an important preparation for later reading development. Based on existing research on teachers' language use in sociodramatic play, however, it is still unclear how teachers use their language specifically in sociodramatic…

Language Teacher Research in the Americas

ERIC Educational Resources Information Center

McGarrell, Hedy M., Ed.

2007-01-01

This volume in the Language Teacher Research Series (Thomas S. C. Farrell, series editor) presents research conducted by language teachers at all levels, from high school English teachers to English language teacher educators, reflecting on their practices. The countries represented in this book are Brazil, Canada, Colombia, Costa Rica, Ecuador,…

The First Language in the Foreign Language Classroom: Teacher Model and Student Language Use--An Exploratory Study

ERIC Educational Resources Information Center

Chavez, Monika

2016-01-01

This study investigates how three teachers differed in the amount of first language (L1; here, English) they used during teacher-led instruction in a foreign language (FL; here, German) class and whether differences in the three teachers' L1 were associated with similar differences in their respective students' L1 use, both during teacher-led…

The instrumental genesis process in future primary teachers using Dynamic Geometry Software

NASA Astrophysics Data System (ADS)

Ruiz-López, Natalia

2018-05-01

This paper, which describes a study undertaken with pairs of future primary teachers using GeoGebra software to solve geometry problems, includes a brief literature review, the theoretical framework and methodology used. An analysis of the instrumental genesis process for a pair participating in the case study is also provided. This analysis addresses the techniques and types of dragging used, the obstacles to learning encountered, a description of the interaction between the pair and their interaction with the teacher, and the type of language used. Based on this analysis, possibilities and limitations of the instrumental genesis process are identified for the development of geometric competencies such as conjecture creation, property checking and problem researching. It is also suggested that the methodology used in the analysis of the problem solving process may be useful for those teachers and researchers who want to integrate Dynamic Geometry Software (DGS) in their classrooms.

Foreign Language Teaching in Rudolf Steiner Schools. Guidelines for Class-Teachers and Language Teachers. First Edition.

ERIC Educational Resources Information Center

Stott, Michael

This book is intended for foreign language teachers interested in the approaches used in Rudolf Steiner schools, and also classroom teachers who teach foreign languages. Chapters address these issues: what the language lesson is to achieve; how the language lesson differs from other lessons; lesson design; examples of actual lessons; avoiding the…

Participant Perspectives and Critical Reflections on Language Teacher Education by Distance

ERIC Educational Resources Information Center

Knox, John S.

2017-01-01

Language teaching is a profession which is international in character. Language teachers often work and study in foreign countries, and distance education has become very important in the education of language teachers. Drawing on two international surveys, this paper explores language teacher education by distance from the perspective of students…

Best Practices for Implementing Inquiry-Based Science Instruction for English Language Learners

NASA Astrophysics Data System (ADS)

Williams, Erica

This applied dissertation was designed to provide better access to current information to link literacy and science. Students frequently used literacy skills to gather information and communicate understanding of scientific concepts to others. Science became applicable through the tools associated with literacy. There was a need for instruction that integrated language development with science content. This research focused on revealing the instructional trends of English language learners science teachers in the United Arab Emirates. The researcher introduced the questionnaire surveys in the form of a professional development session. The participants were asked to complete the questionnaire concurrently with the descriptive presentation of each component of the sheltered instruction observation protocol (SIOP) model. Completing the SIOP Checklist Survey provided data on the type of constructivist strategies (best practices) teachers were utilizing and to what degree of fidelity the strategies were being implemented. Teachers were encouraged to continue to use these services for curriculum enrichment and as an additional source for future lesson plans. An analysis of the data revealed authentic learning as the most common best practice used with the most fidelity by teachers. The demographic subgroup, teaching location, was the only subgroup to show statistical evidence of an association between teaching location and the use of problem-based learning techniques in the classroom. Among factors that influenced the degree of teacher fidelity, teachers' expectation for student achievement had a moderate degree of association between the use of scaffolding techniques and co-operative learning.

Social Justice Language Teacher Education

ERIC Educational Resources Information Center

Hawkins, Margaret R.

2011-01-01

Social justice language teacher education conceptualizes language teacher education as responding to social and societal inequities that result in unequal access to educational and life opportunities. In this volume authors articulate a global view of Social Justice Language Teacher Education, with authors from 7 countries offering a theorized…

A SUGGESTED BIBLIOGRAPHY FOR FOREIGN LANGUAGE TEACHERS.

ERIC Educational Resources Information Center

MICHEL, JOSEPH

DESIGNED FOR FOREIGN LANGUAGE TEACHERS AND PERSONS PREPARING TO BECOME FOREIGN LANGUAGE TEACHERS, THIS BIBLIOGRAPHY OF WORKS PUBLISHED BETWEEN 1892 AND 1966 CONTAINS SECTIONS OF--(1) THE NATURE AND FUNCTION OF LANGUAGE, (2) LINGUISTICS, INCLUDING APPLIED LINGUISTICS FOR SPECIFIC LANGUAGES, (3) PSYCHOLOGY OF LANGUAGE, (4) PHYSIOLOGY OF SPEECH, (5)…

Foreign Language Teachers' Language Proficiency and Their Language Teaching Practice

ERIC Educational Resources Information Center

Richards, Heather; Conway, Clare; Roskvist, Annelies; Harvey, Sharon

2013-01-01

Teachers' subject knowledge is recognized as an essential component of effective teaching. In the foreign language context, teachers' subject knowledge includes language proficiency. In New Zealand high schools, foreign languages (e.g. Chinese, French, German, Japanese and Spanish) have recently been offered to learners earlier in their schooling,…

Pre-Service Preschool Teachers' Beliefs about Foreign Language Learning and Early Foreign Language Teaching in Slovenia

ERIC Educational Resources Information Center

Fojkar, Mateja Dagarin; Skubic, Darija

2017-01-01

The implementation of foreign languages in preschool education has prompted the need for qualified teachers. However, most recent studies report a gap between the supply of qualified foreign language teachers of young learners and the demand for such teachers as foreign languages are introduced earlier and earlier. The authors of this paper…

Language Teacher Research in the Middle East

ERIC Educational Resources Information Center

Coombe, Christine, Ed.; Barlow, Lisa, Ed.

2007-01-01

An openness to new ways of teaching and learning is vital for growth among English language teachers, teacher educators, teachers in training, and students. This volume in the Language Teacher Research Series (Thomas S. C. Farrell, series editor) shares the studies and reflections of teacher researchers working in Middle Eastern countries with…

From Teacher Professional Development to the Classroom: How NLP Technology Can Enhance Teachers' Linguistic Awareness to Support Curriculum Development for English Language Learners

ERIC Educational Resources Information Center

Burstein, Jill; Shore, Jane; Sabatini, John; Moulder, Brad; Lentini, Jennifer; Biggers, Kietha; Holtzman, Steven

2014-01-01

This article reports on two studies using "Language Muse[superscript SM]" (LM), a web-based, teacher professional development (TPD) application designed to enhance teachers' linguistic awareness and to support teachers in the development of language-based instructional scaffolding for English language learners (ELL). In Study 1,…

Teachers' Perceptions of Language Teaching for English Language Learners

ERIC Educational Resources Information Center

Schulz, Yoshiko

2017-01-01

Under the No Child Left Behind's educational accountability requirements, the U.S.'s mainstream classroom teachers were responsible for all students' academic language and content knowledge development regardless of students' academic or linguistic backgrounds. A lack of teachers' language awareness appeared to be responsible for teachers'…

Language Teacher Noticing: A Socio-Cognitive Window on Classroom Realities

ERIC Educational Resources Information Center

Jackson, Daniel O.; Cho, Minyoung

2018-01-01

This article introduces the construct of teacher noticing, situates it in research on second language teacher cognition, and considers its implications for research on second language teacher training, acknowledging socio-cognitive perspectives on language learning and teaching. We then present a mixed-methods observational study that utilized…

Creating a Culture of Language Awareness in Content-Based Contexts

ERIC Educational Resources Information Center

Lindahl, Kristen; Watkins, Naomi M.

2015-01-01

A "toolkit" approach to professional development is frequently used to assist teachers of English language learners (ELLs), wherein teachers are provided a grab bag of activities and strategies to implement in their classrooms. However, today's heightened language demands call for teachers to develop teacher language awareness (TLA), a…

Language Teacher Cognition: Tracing the Conceptualizations of Second Language Teachers

ERIC Educational Resources Information Center

Childs, Sharon S.

2011-01-01

Long before deciding to become second language (L2) teachers, novice teachers have subconsciously developed conceptions of teaching cultivated by their experiences as learners in both general and language education classrooms. This "apprenticeship of observation" (Lortie, 1975) can foster deeply held beliefs about teaching that are carried with…

Supporting In-Service Language Educators in Learning to Telecollaborate

ERIC Educational Resources Information Center

O'Dowd, Robert

2015-01-01

The importance of teachers' capacity to integrate and exploit computer mediated communication (CMC) in the foreign language classroom has been recognised by many of the leading publications in foreign language teacher education, including the European Profile for Language Teacher Education (2004) and the European portfolio for student teachers of…

"Juntos pero no revueltos": microaggressions and language in the mathematics education of non-dominant Latinas/os

NASA Astrophysics Data System (ADS)

LópezLeiva, Carlos A.; Khisty, Lena Licón

2014-06-01

In this paper, we discuss the characteristics of microaggressions based on minority language(s) as a form of discriminatory practice against non-dominant students in the mathematics context. Microaggressions are subtle, brief, and commonplace verbal, behavioral, or visual negative slights or insults toward people of color. We extend the concept of microaggression to include discrimination based on a minority language. We draw on our work with Latinas/os in the USA to demonstrate the occurrence of microaggressions in the teaching act. Revealing microaggressions based on language has the potential of creating more equitable learning environments for non-dominant students and can point to possible directions for future research and improvements in the preparation of teachers who serve non-dominant students who speak a language other than the school's official language.

How Much Foreign Language Is There in the Foreign Language Classroom?

ERIC Educational Resources Information Center

Duff, Patricia A.; Polio, Charlene G.

1990-01-01

Classroom observation of 13 college language courses and analysis of student questionnaire and teacher interview responses indicated that teachers varied widely in use of target language with a mean of 67.9 percent; language type, departmental policy, lesson content, and teacher training affected target language use; and students were generally…

Measuring Teachers' Knowledge about Early Language and Literacy: Practical Implications and Considerations

ERIC Educational Resources Information Center

Hindman, Annemarie H.; Wasik, Barbara A.

2011-01-01

This study examined 1 tool for evaluating Head Start teachers' knowledge about early language and literacy. Results indicated that teachers varied in their knowledge. Teachers with more knowledge had more education, as did teachers who received language and literacy professional development. Teachers with greater knowledge also demonstrated higher…

Adjusting Language Level in Teacher-Talk in ELT Microteachings with Specific Reference to Distance Education Teacher

ERIC Educational Resources Information Center

Sarigoz, Iskender Hakki

2013-01-01

Foreign language teacher education requires microteaching practices carried out by teacher trainees for learning and assessment purposes. During microteachings, teacher trainees operate many teaching skills concurrently. Interlanguage compatible teacher-talk in the target language is essential for the production of student talk at elementary and…

Teacher-Student Interaction and Learning.

ERIC Educational Resources Information Center

Hall, Joan Kelly; Walsh, Meghan

2002-01-01

Reviews literature on recent developments in teacher-student interaction and language learning. Based on a sociocultural perspective of language and learning, draws from three types of classrooms: first language, second language, and foreign language. Attention is given to studies that investigate the specific means used in teacher-student…

Beyond Methods: Components of Second Language Teacher Education. The McGraw-Hill Second Language Professional Series. Directions in Second Language Learning and Teaching.

ERIC Educational Resources Information Center

Bardovi-Harlig, Kathleen, Ed.; Hartford, Beverly, Ed.

This collection of essays gives an overview of the different disciplines that inform language teaching and language teacher education. They include the following titles: "The Case for Psycholinguistics" (Bill VanPatten); "The Place of Second Language Acquisition Theory in Language Teacher Preparation" (Kathleen Bardovi-Harlig); "Why Syntactic…

Intercultural Competence of English Language Teachers in International Baccalaureate World Schools in Turkey and Abroad

ERIC Educational Resources Information Center

Demircioglu, Serife; Çakir, Cemal

2015-01-01

The study explores the opinions and attitudes of International Baccalaureate Diploma Programme (IBDP) English language teachers from Turkey, the USA, the UK, New Zealand and Spain on intercultural language teaching. 16 teachers from Turkey, 15 teachers from the USA, 11 teachers from the UK, 10 teachers from New Zealand and 8 teachers from Spain,…

Early Career Elementary Mathematics Teachers' Noticing Related to Language and Language Learners

ERIC Educational Resources Information Center

Turner, Erin Elizabeth; McDuffie, Amy Roth; Sugimoto, Amanda Tori; Stoehr, Kathleen Jablon; Witters, Angela; Aguirre, Julia; Bartell, Tonya; Drake, Corey; Foote, Mary Q.

2016-01-01

There has been limited attention to early career teachers' (ECTs) understandings and practices related to language in teaching and learning mathematics. In this qualitative case study, we drew upon frameworks for teacher noticing to study the language practices of six early career elementary and middle school mathematics teachers. We describe…

The Connotations of Language Teacher Autonomy

ERIC Educational Resources Information Center

Han, Ligang

2017-01-01

With the research on the development of learner autonomy in foreign language education, teacher autonomy has become a hot topic in the research of foreign language teacher education. However, it is the most difficult question to define language teacher autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the…

Context, Content, and Teacher Education: Six Language Teachers in a New Zealand Primary School Setting Discuss Their Language Teaching Identity

ERIC Educational Resources Information Center

Daly, Nicola

2011-01-01

Researchers have identified the importance of understanding language teacher identity in order to understand more about language teacher education (Johnson, Pawan, & Mahan-Taylor, 2005; Varghese, Morgan, Johnston, & Johnson, 2005). This paper reports on themes from semistructured interviews conducted individually with six inservice…

High School EFL Teachers' Identity and Their Emotions towards Language Requirements

ERIC Educational Resources Information Center

Torres-Rocha, Julio César

2017-01-01

This is a study on high school English as a foreign language Colombian teacher identity. Using an interpretive research approach, I explored the influence of the National Bilingual Programme on the reconstruction of teacher identity. This study focuses on how teachers feel about language requirements associated with a language policy. Three…

English Language Teacher Educator Interactional Styles: Heterogeneity and Homogeneity in the ELTE Classroom

ERIC Educational Resources Information Center

Lucero, Edgar; Scalante-Morales, Jeesica

2018-01-01

This article presents a research study on the interactional styles of teacher educators in the English language teacher education classroom. Two research methodologies, ethnomethodological conversation analysis and self-evaluation of teacher talk were applied to analyze 34 content- and language-based classes of nine English language teacher…

Effective Grammar Teaching: Lessons from Confident Grammar Teachers

ERIC Educational Resources Information Center

Petraki, Eleni; Hill, Deborah

2011-01-01

Learning the grammar of a language is an integral part of learning a second or foreign language. Studies on teacher beliefs, teacher language awareness (TLA) and grammar teaching have reported that the majority of English language teachers recognise the importance of teaching grammar (Borg, 2001; Borg & Burns, 2008). At the same time, many…

Codeswitching in the Language Classroom: A Study of Four EFL Teachers' Cognition

ERIC Educational Resources Information Center

Samar, Reza Ghafar; Moradkhani, Shahab

2014-01-01

Although many language teachers resort to their first language (L1) at various junctures during their practice, not many studies have tried to understand the reasons for this from teachers' personal perspectives. This study aimed at investigating English as a foreign language (EFL) teachers' cognitive processes during their classroom…

Mobile Learning

ERIC Educational Resources Information Center

Hockly, Nicky

2013-01-01

In this series, we explore current technology-related themes and topics. The series aims to discuss and demystify what may be new areas for some readers and to consider their relevance to English language teachers. In future articles, we will be covering topics such as learning technologies in low-resource environments, personal learning networks,…

The Student Voice in Quality Assurance

ERIC Educational Resources Information Center

McKinney, Margaret; Comadina Granson, Ruben

2012-01-01

As lecturers of English and Spanish for international students in higher education, we frequently read reflections supporting the notion that the interaction between teacher and student has a direct influence on their learning and possibly even on their future studies and lives. Using examples taken from language learning histories, student course…

Modern Trends in Teaching English at Comenius University, Bratislava

ERIC Educational Resources Information Center

Ibragimova, Elena N.; Martynova, Irina

2016-01-01

Recent changes in the Russian system of higher linguistic education, introduction of the two level education for future teachers of foreign languages according to the Bologna agreement, alterations to the existing university syllabi necessitate a close study of the international experience in this sphere. Therefore careful evaluation of the best…

From Thoughts to Words.

ERIC Educational Resources Information Center

Glaus, Marlene

The activities presented in this book, designed to help children translate their thoughts into spoken and written words, can supplement an elementary teacher's own language arts lessons. Objectives for each activity are listed, with the general focus of the many oral activities being to develop a rich verbal background for future written work. The…

What Will Be Taught--The Next Decade.

ERIC Educational Resources Information Center

Krug, Mark M., Ed.

This book reviews the present high school curriculum and indicates the trends for the future. Seven professors were asked to assess the present situation and trends in their respective fields. The fields of study include English, visual education, science, foreign language, mathematics, social studies and teacher education. Major points in the…

Which Methodology Works Better? English Language Teachers' Awareness of the Innovative Language Learning Methodologies

ERIC Educational Resources Information Center

Kurt, Mustafa

2015-01-01

The present study investigated whether English language teachers were aware of the innovative language learning methodologies in language learning, how they made use of these methodologies and the learners' reactions to them. The descriptive survey method was employed to disclose the frequencies and percentages of 175 English language teachers'…

Issues of Motivation and Identity Positioning: Two Teachers' Motivational Practices for Engaging Immigrant Children in Learning Heritage Languages

ERIC Educational Resources Information Center

Kim, Jung-In

2017-01-01

This study investigates two Korean heritage language teachers' motivational practices in relation to their identity positioning as heritage language (HL) teachers. Constant-comparative analyses of teachers' interviews and classroom practices showed that the two teachers' identity positioning as HL teachers was partially shaped by their earlier…

English Teachers' Language Awareness: Away with the Monolingual Bias?

ERIC Educational Resources Information Center

Otwinowska, Agnieszka

2017-01-01

The training of language teachers still follows traditional models of teachers' competences and awareness, focusing solely on the target language. Such models are incompatible with multilingual pedagogy, whereby languages are not taught in isolation, and learners' background languages are activated to enhance the process. When teaching…

A Whole Language Flight Plan: An Interview with Three Teachers.

ERIC Educational Resources Information Center

Griffith, Priscilla L.; Klesius, Janell

1990-01-01

Provides suggestions to teachers planning to implement a whole language program, based on interviews with three whole language teachers. Focuses on support for the whole language program; decisions about curriculum and evaluation; development of vocabulary and comprehension; strengths and weaknesses of the whole language approach; and preparation…

The Study of Foreign Language Teachers-- Teacher Efficacy and Native Speakership

ERIC Educational Resources Information Center

Liaw, En-Chong

2009-01-01

This study aims at examining the differences between native and nonnative foreign language teachers at a major northeast university. The primary areas of investigation are "teacher efficacy" and "teacher perceptions of language teaching." The results of this study suggested that both nativeness and wide repertoire of teaching…

A Language Teacher's Reflection on Maladaptive Immunity, Possible Selves and Motivation

ERIC Educational Resources Information Center

Ordem, Eser

2017-01-01

The concept of language teacher immunity as productive and maladaptive system has emerged in very recent years, although motivation has been incrementally studied in second language field. It is important to establish a relationship between language teacher immunity, possible selves and motivation. This study aimed to focus on a teacher's…

Exploring an Invisible Medium: Teacher Language Awareness among Preservice K12 Educators of English Language Learners

ERIC Educational Resources Information Center

Lindahl, Kristen Marie

2013-01-01

This study investigates the construct of Teacher Language Awareness (TLA) in a group of preservice mainstream K-12 teachers who are developing skills to work with English Language Learners (ELLs) in United States (US) public school contexts. Specifically, the study seeks to explore how preservice teachers' participation in directed university…

Exploring English as a Foreign Language (EFL) Teacher Trainers' Perspectives on Challenges to Promoting Computer Literacy of EFL Teachers

ERIC Educational Resources Information Center

Dashtestani, Reza

2014-01-01

Computer literacy is a significant component of language teachers' computer-assisted language learning (call) knowledge. Despite its importance, limited research has been undertaken to analyze factors which might influence language teachers' computer literacy levels. This qualitative study explored the perspectives of 39 Iranian EFL teacher…

Palestinian EFL Teachers' Attitudes towards English Textbooks Used at the First Three Grades of Elementary School

ERIC Educational Resources Information Center

Hammad, Enas Abdullah Rajab

2014-01-01

Evaluating language materials is very useful for language teachers, and one essential consideration in evaluating language materials is obtaining the teachers' views on its value (Tomlinson, 2003). Thus, this study aimed to explore Palestinian English as a foreign language (EFL) teachers' attitudes towards the different aspects of the English…

Mental Health Stigma Prevention: Pilot Testing a Novel, Language Arts Curriculum-Based Approach for Youth.

PubMed

Weisman, Hannah L; Kia-Keating, Maryam; Lippincott, Ann; Taylor, Zachary; Zheng, Jimmy

2016-10-01

Researchers have emphasized the importance of integrating mental health education with academic curriculum. The focus of the current studies was Mental Health Matters (MHM), a mental health curriculum that is integrated with English language arts. It is taught by trained community member volunteers and aims to increase knowledge and decrease stigma toward individuals with mental health disorders. In Study 1, 142 sixth graders participated in MHM and completed pre- and postprogram measures of mental health knowledge, stigma, and program acceptability. Teachers also completed ratings of acceptability. Study 2 (N = 120 seventh graders) compared participants who had participated in MHM the previous year with those who had not using the same measures. Sixth grade students and teachers rated the program as highly acceptable. Participants significantly increased their knowledge and decreased their levels of stigma. Seventh graders who had participated in MHM had significantly more mental health knowledge than peers who had not, but there were no differences in stigma. The model appears to be acceptable to students and teachers. Future research is needed to assess the long-term effectiveness of integrating mental health education with other academic curriculum such as language arts or science. © 2016, American School Health Association.

Preschool Teachers' Language and Literacy Practices with Dual Language Learners.

PubMed

Sawyer, Brook E; Hammer, Carol Scheffner; Cycyk, Lauren M; López, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene

The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and culture beliefs, Spanish speaking ability, and classroom composition. Results indicated that teachers, including those who spoke Spanish, used few linguistically responsive practices to support preschool DLLs. Only Spanish-speaking ability was related to practices. Implications for targeted professional development are discussed.

Prospective English Language Teachers' Perceptions of the Target Language and Culture in Relation to Their Socioeconomic Status

ERIC Educational Resources Information Center

Arikan, Arda

2011-01-01

Prospective foreign language teachers need to have an accurate knowledge and a positive perception of the target language and target culture so that they can help their students gain further insight on culture by and large. Hence, by means of a questionnaire, prospective English language teachers' (n= 412) perceptions of the target language and…

Prospective English Language Teachers' Perceptions of the Target Language and Culture in Relation to Their Socioeconomic Status

ERIC Educational Resources Information Center

Arikan, Arda

2011-01-01

Prospective foreign language teachers need to have an accurate knowledge and a positive perception of the target language and target culture so that they can help their students gain further insight on culture by and large. Hence, by means of a questionnaire, prospective English language teachers' (n = 412) perceptions of the target language and…

Preservice World Language Teachers' Reflection on Classroom Language Use: An Application of Video Study Groups Focused on Language

ERIC Educational Resources Information Center

Hagedorn, Jan

2017-01-01

Within a framework of reflective practice, this dissertation examines the ways in which preservice K-12 world language teachers discuss classroom language use when reflecting with peers on videos of their teaching. Twelve preservice language teachers at a large public university in the United States participated in four meetings of video study…

A General Investigation of the In-Service Training of English Language Teachers at Elementary Schools in Turkey

ERIC Educational Resources Information Center

Koç, Ebru Melek

2016-01-01

This study presents a critical diagnosis of in-service teacher-training activities offered to English-language teachers in Turkey and aims to investigate whether those teachers are satisfied with the activities. Thirty-two English-language teachers participated in this study. Data were collected from 32 elementary-school teachers of English as a…

Teaching of science and language by elementary teachers who emphasize the integrated language approach: A descriptive study

NASA Astrophysics Data System (ADS)

Blouch, Kathleen Kennedy

This research involved investigating the nature of science and language instruction in 13 elementary classrooms where teachers have restructured their language programs to reflect an integrated or holistic view of language instruction. The teachers were identified by school administrators and other professionals as teachers who have implemented instructional reforms described in the Pennsylvania Framework for Reading, Writing and Speaking Across the Curriculum (PCRPII), (Lytle & Botel, 1900). The instruction utilized by these teachers was described as atypical when compared to that of teachers utilizing the more traditional didactic skills oriented approach to language literacy. The research involved observing, recording and categorizing teaching behaviors during both science and language instruction. Videotaped observations were followed by analyses and descriptions of these behaviors. Interviews were also conducted to ascertain the basis for selection of the various instructional approaches. The instruction was compared on four dimensions: participation patterns, time the behaviors were practiced, type of tasks and levels of questioning. The instruction was then described in light of constructivist teaching practices: student collaboration, student autonomy, integration and higher order thinking. Constructivist practices differed among teachers for science and language instruction. During science instruction teachers spent more time involved in teacher-whole group participation patterns with more direct questioning as compared to language instruction in which children participated alone or in groups and had opportunity to initiate conversations and questions. Student inquiry was evidenced during language instruction more so than during science. The 13 teachers asked a variety of levels and types of questions both in science and language instruction. More hands-on science experiences were observed when science was taught separately compared to when integrated with the language instruction. Teachers also described professional changes that caused them to implement new practices. Each cited the importance of a significant person, who encouraged them to attempt new approaches. The research reveals that to produce significant reform in instruction (more so in science than in language) at the elementary school level, proactive support and encouragement by administrators is required. Involving practicing teachers in extensive - modeled - mentored professional development experiences is also required.

Accuracy of Teachers' Predictions of Language Minority and Majority Students' Language Comprehension

ERIC Educational Resources Information Center

Wold, Astri Heen

2013-01-01

The classroom is an important context of second language learning for language minority children. Teachers are responsible for creating good learning opportunities by securing language use well adjusted to the children's level of comprehension. Thus, teachers should have realistic expectations of this. The purpose of the research is to increase…

High School Teacher Perspectives and Practices: Second Language Writing and Language Development

ERIC Educational Resources Information Center

Gilliland, Betsy

2015-01-01

Teachers' understandings of second language learning influence their practices in the classroom. This paper analyzes interview and classroom data collected during a year-long ethnographic study of two high school English language development classes to identify (1) what the teachers understood about second language (L2) development and L2 academic…

Language Learning Strategies and Language Self-Efficacy: Investigating the Relationship in Malaysia

ERIC Educational Resources Information Center

Wong, Mary Siew-Lian

2005-01-01

This study explored graduate pre-service teachers' language learning strategies and language self-efficacy and the relationship between these two constructs. Seventy-four graduate English-as-a-second-language (ESL) pre-service teachers (13 males, 61 females) from a teachers' college in Kuching, Sarawak, Malaysia, participated in this study. These…

Teachers' English Proficiency and Classroom Language Use: A Conversation Analysis Study

ERIC Educational Resources Information Center

Van Canh, Le; Renandya, Willy A.

2017-01-01

How does teachers' target language proficiency correlate with their ability to use the target language effectively in order to provide optimal learning opportunities in the language classroom? Adopting a conversation analysis approach, this study examines the extent to which teachers' use of the target language in the classroom creates learning…

Unveiling Pre-Service Language Teachers' Conceptualizations of Teachers of English through Metaphors

ERIC Educational Resources Information Center

Kavanoz, Suzan

2016-01-01

The present research aimed at conducting an analysis of metaphors Turkish pre-service language teachers generated about English as a Foreign Language (EFL) teachers. This study also examined whether and how the metaphors created by teacher candidates at different phases of their education demonstrated variation. The data gathered from 94…

"It's Very Complicated" Exploring Heritage Language Identity with Heritage Language Teachers in a Teacher Preparation Program

ERIC Educational Resources Information Center

Cho, Hyesun

2014-01-01

Despite the proliferation of research in heritage language (HL) education, pedagogically based research that examines teacher education practice for promoting critical reflection of HL teachers is sparse. This article describes how preservice teachers working in community-based HL schools changed their views of HL identity during their…

Redrawing the Boundaries of Language Teacher Cognition: Language Teacher Educators' Emotion, Cognition, and Activity

ERIC Educational Resources Information Center

Golombek, Paula R.

2015-01-01

This article, grounded in a Vygotskian sociocultural perspective, details the self-inquiry of a language teacher educator who examined her "emotional dissonance" regarding her mediation of the reflection journals of a teacher learner teaching an ESL class during an internship. Data from the teacher learner's reflection journals and the…

Transforming Language Ideologies through Action Research: A Case Study of Bilingual Science Learning

NASA Astrophysics Data System (ADS)

Yang, Eunah

This qualitative case study explored a third grade bilingual teacher's transformative language ideologies through participating in a collaborative action research project. By merging language ideologies theory, Cultural Historical Activity Theory (CHAT), and action research, I was able to identify the analytic focus of this study. I analyzed how one teacher and I, the researcher, collaboratively reflected on classroom language practices during the video analysis meetings and focus groups. Further, I analyzed twelve videos that we coded together to see the changes in the teacher's language practices over time. My unit of analysis was the discourse practice mediated by additive language ideologies. Throughout the collaborative action research process, we both critically reflected on the classroom language use. We also developed a critical consciousness about the participatory shifts and learning of focal English Learner (EL) students. Finally, the teacher made changes to her classroom language practices. The results of this study will contribute to the literacy education research field for theoretical, methodological, and practical insights. The integration of language ideologies, CHAT, and action research can help educational practitioners, researchers, and policy makers understand the importance of transforming teachers' language ideologies in designing additive learning contexts for ELs. From a methodological perspective, the transformative language ideologies through researcher and teacher collaborated video analysis process provide a unique contribution to the language ideologies in education literature, with analytic triangulation. As a practical implication, this study suggests action research can be one of the teacher education tools to help the teachers transform language ideologies for EL education.

Prereferral Process with Latino English Language Learners with Specific Learning Disabilities: Perceptions of English-as-a-Second-Language Teachers

ERIC Educational Resources Information Center

Ferlis, Emily; Xu, Yaoying

2016-01-01

This study explored perceptions of English-as-a-second-language (ESL) teachers on the prereferral process for Latino English language learners (ELLs). Using Colaizzi's (1978) phenomenological approach, qualitative data were collected through interviews with four ESL teachers. Analyses of the data indicated that the ESL teachers used research-based…

A Case Study of Developing Student-Teachers' Language Awareness through Online Discussion Forums

ERIC Educational Resources Information Center

Mok, Jane

2013-01-01

A major challenge for language teacher educators working in the area of teacher language awareness (TLA) is to develop pedagogical approaches that will go beyond merely enhancing L2 teachers' knowledge about language by enabling them to make the bridge between the declarative and procedural dimensions of TLA. This paper sets out to investigate the…

"Do You Know Your Language?" How Teachers of Punjabi and Chinese Ancestries Construct Their Family Languages in Their Personal and Professional Lives.

ERIC Educational Resources Information Center

Beynon, June; Ilieva, Roumiana; Dichupa, Marela; Hirji, Shemina

2003-01-01

Focuses on how teachers of minority ancestries construct and represent their family language identities. Drawing on poststructural, postcolonial and sociocultural theory on culture, identity, and language, examined the complex nature of linguistic identities of 25 teachers of Chinese and 20 teachers of Punjabi ancestries. (Author/VWL)

Using the Delphi questionnaire technique to create a reading comprehension resource guide for middle school science teachers

NASA Astrophysics Data System (ADS)

Wegner, Molly F.

As students begin middle school, they are expected to possess and apply a wide array of nonfiction reading strategies if they are to comprehend new concepts from nonfiction texts. Although strategies and resource guides for fiction reading are available, an effective nonfiction reading comprehension resource guide tailored to middle school science teachers is lacking. The conceptual framework guiding this study is based on schema theory that supports the use of prior knowledge as a foundation for learning. The purpose of this project study was to address this local problem by providing middle school science teachers with a user-friendly resource for nonfiction reading comprehension strategies in a science context. The research question examined nonfiction reading comprehension strategies that could supplement middle school science teachers' instructional practices to increase student comprehension in science, as reflected on the results of state standardized tests. This project study consulted science and language arts teachers using a Delphi questionnaire technique to achieve a consensus through multiple iterations of questionnaires. Science teachers identified 7 areas of concern as students read nonfiction texts, and language arts teachers suggested effective reading comprehension strategies to address these areas. Based on the consensus of reading comprehension strategies and review of literature, a resource guide for middle school science teachers was created. By improving reading comprehension in content areas, teachers may not only increase student learning, but also underscore the importance of literacy relating to life-long learning through future occupations, academic endeavors, and society as well.

Language-Teaching as a Form of Witchcraft

ERIC Educational Resources Information Center

Antier, Maurice

1976-01-01

Language teaching involves many paradoxes and the language teacher has more handicaps than teachers of other subjects. The language teacher's way of overcoming his own problems of personality and psychological balance has a lot to do with the success or failure of his students. (CFM)

On Becoming a Language Teacher.

ERIC Educational Resources Information Center

Jakobovits, Leon A.

Underlying this essay on psycholinguistic theory is the belief that language teachers often suffer from neurotic symptoms of confusion, anxiety, and uncertainty in connection with their work. The author discusses his "BALT" theory (battered language teachers). Philosophically-oriented remarks are directed toward teachers wishing to redirect their…

Teachers as Language-Policy Actors: Contending with the Erasure of Lesser-Used Languages in Schools

ERIC Educational Resources Information Center

Brown, Kara

2010-01-01

On the basis of an ethnographic study of the Voro-language revitalization in Estonia, this article explores the way teachers function as policy actors in the broader context of the school. As policy actors, the language teachers' appropriation of regional-language policy helps simultaneously to reproduce and challenge existing ideologies in the…

Language, Identity, and Emotionality: Exploring the Potential of Language Portraits in Preparing Teachers for Diverse Learners

ERIC Educational Resources Information Center

Lau, Sunny Man Chu

2016-01-01

The present study, framed from a critical and transformative approach to teacher education, aims to investigate whether language portraits (Prasad, 2010)--the mapping of one's language and cultural make-up on a body template--can help improve student teachers' self-understanding about language and identities and can foster critical reflection…

English Language Teachers' Perceptions on Knowing and Applying Contemporary Language Teaching Techniques

ERIC Educational Resources Information Center

Sucuoglu, Esen

2017-01-01

The aim of this study is to determine the perceptions of English language teachers teaching at a preparatory school in relation to their knowing and applying contemporary language teaching techniques in their lessons. An investigation was conducted of 21 English language teachers at a preparatory school in North Cyprus. The SPSS statistical…

Hit or Miss, or Missing: The Role of Second Language Acquisition Research in Language Teacher Training.

ERIC Educational Resources Information Center

Rankin, Jamie

1994-01-01

This article discusses how the syllabus for language teacher training in German has evolved and considers what direction foreign language teacher training might take if it were to follow the cue of "Deutsch als Fremdsprache" and appropriate the research agenda of second-language acquisition studies. (Contains 51 references.) (JL)

Preparing Secondary Education Teachers To Work with English Language Learners: English Language Arts. NCBE Resource Collection Series, No. 10.

ERIC Educational Resources Information Center

Anstrom, Kris; DiCerbo, Patricia, Ed.

This document examines the education of secondary level English language learners within mainstream language arts classes. It provides teachers and teacher educators with an understanding of how mainstream language arts instruction can be designed and implemented to enhance academic achievement for these students. Research for this report included…

Unpacking Teachers' Language Ideologies: Attitudes, Beliefs, and Practiced Language Policies in Schools in Alsace, France

ERIC Educational Resources Information Center

Young, Andrea S.

2014-01-01

In France, most teachers still receive scant training in how to support plurilingual children in their learning of and through the language of instruction. In the absence of relevant, in-depth knowledge about language, we believe that many teachers are practising language policies based on beliefs rooted in ideologies unsupported by research…

Perceptions about the Dominance of English as a Global Language: Impact on Foreign-Language Teachers' Professional Identity

ERIC Educational Resources Information Center

Gayton, Angela Mary

2016-01-01

Using a novel theoretical framework that incorporates teacher identity, a school as community of practice, and English as a global language from a linguistic-imperialism perspective, this qualitative interview study with foreign-language teachers in Scotland, France, and Germany (N = 13) explores connections between foreign-language-learning…

Language Teacher Subjectivities in Japan's Diaspora Strategies: Teaching My Language as Someone's Heritage Language

ERIC Educational Resources Information Center

Motobayashi, Kyoko

2016-01-01

This study demonstrates the ways in which discourses in a state-sponsored volunteer program incited transformations of individual subjectivities, focusing on a group of Japanese language teacher volunteers training in Japan to become teachers of Japanese as a heritage language for the country's diaspora (Nikkei) population in South America. As…

Implementing Mobile-Assisted Language Learning (MALL) in an EFL Context: Iranian EFL Teachers' Perspectives on Challenges and Affordances

ERIC Educational Resources Information Center

Dashtestani, Reza

2013-01-01

The implementation of computer-assisted language learning (CALL) has provided tremendous opportunities for language teachers to promote their computer literacy and adopt a learner-centered approach to teaching. Accordingly, with the rising advent of language learning technologies, language teachers would occupy a fundamental role in preparing and…

Uncovering the Layers of Foreign Language Teacher Socialization: A Qualitative Case Study of Fulbright Language Teaching Assistants

ERIC Educational Resources Information Center

Uzum, Baburhan

2017-01-01

This qualitative case study explored how a novice language teacher negotiated her pedagogical beliefs and practices during her socialization into a foreign cultural and educational context. The focal participant was an Uzbek language teacher at a university in the USA. Using a language socialization theoretical framework, data were drawn from…

Reshaping Teacher Cognition about L1 Use through Critical ELT Teacher Education

ERIC Educational Resources Information Center

Miri, Mowla; Alibakhshi, Goudarz; Mostafaei-Alaei, Mahnaz

2017-01-01

The authors report on a study aimed at exploring the role of a teacher education program (TEP) rested upon the tenets of critical pedagogy in influencing teachers' cognitions and practices concerning first-language (L1) use in second-language (L2) classrooms. Participants were 10 Iranian English as a foreign language teachers, whose cognitions…

Addressing the Teaching of English Language Learners in the United States: A Case Study of Teacher Educators' Response

ERIC Educational Resources Information Center

Hallman, Heidi L.; Meineke, Hannah R.

2016-01-01

This article discusses teacher educators' response to how teacher education programs should prepare prospective teachers to be teachers of English language learners. In the case study presented, the authors note that discussions have ensued about whether teaching English language learners (ELLs) should be addressed through separate coursework or…

The Invisible Multilingual Teacher: The Contribution of Language Background to Australian ESL Teachers' Professional Knowledge and Beliefs

ERIC Educational Resources Information Center

Ellis, Elizabeth M.

2004-01-01

English as a second language (ESL) is taught in Australia to adult learners of mixed language backgrounds through the medium of English, and there is currently no requirement that ESL teachers speak another language. This paper reports on a study which asked what advantages there may be for ESL teachers to have proficiency in two or more…

Views of Turkish Language and Literature Teachers and Their Managers Related to Professional and Organizational Socialization Processes of Turkish Language and Literature Teachers

ERIC Educational Resources Information Center

Özbas, Mehmet; Arslan, M. Abdullah

2016-01-01

Teaching Turkish effectively and successfully is one of the main functions of all the teaching phases of Turkish education system. In secondary education, this duty mostly depends on Turkish Language and Literature teachers. The aim of the research named "Socialization of Turkish Language and Literature teachers" is to evaluate the…

Bilingual teaching in nursing education in China: evolution, status, and future directions.

PubMed

He, Wei; Xu, Yu; Zhu, Jianhua

2011-09-01

Based on Chinese published literature and personal observations, this article reviews the history of bilingual teaching in nursing education in China, describes its current status and challenges, and predicts its future directions. Bilingual teaching in nursing education enjoys increasing popularity in China. The major factors that affect bilingual teaching are bilingual educators, students' English-language levels, bilingual teaching materials, and teaching models. Based on surveys of nursing schools, the English-language proficiency of the nursing educators varies greatly. The main issues with the teaching methods lie in over-translation, cramming, and limited interaction between the students and the teachers. Despite relatively inadequate English-language proficiency among Chinese nursing students, their interest can be strengthened greatly if international exchanges are available and promoted. Bilingual textbooks are more suitable in China's national context because of pricing and relevance. Although immersive bilingual teaching is the ideal, it is more feasible to begin with infiltrative bilingual teaching and move progressively towards increased English-language penetration. Future directions for improving bilingual teaching include training teaching faculty members, strengthening international exchanges, providing better bilingual study atmospheres, and gradually implementing bilingual textbooks. © 2011 Blackwell Publishing Asia Pty Ltd.

Teacher Educators' Personal Practical Knowledge of Language

ERIC Educational Resources Information Center

Swart, Fenna; de Graaff, Rick; Onstenk, Jeroen; Knezic, Dubravka

2018-01-01

This paper describes teacher educators' understanding of language for classroom communication in higher education. We argue that teacher educators who are aware of their personal practical knowledge of language have a better understanding of their students' language use and provide better support for knowledge construction. Personal practical…

Pedagogy and Practice for Online English Language Teacher Education

ERIC Educational Resources Information Center

Pawan, Faridah; Wiechart, Kelly A.; Warren, Amber N.; Park, Jaehan

2016-01-01

Pedagogy--not technology--drives effective online instruction. The authors of "Pedagogy and Practice for Online English Language Teacher Education" discuss foundational theories of pedagogy and link those theories with their own practices in online courses for language teacher education and language teaching. This book discusses and…

Teachers' Judgements of Students' Foreign-Language Achievement

ERIC Educational Resources Information Center

Zhu, Mingjing; Urhahne, Detlef

2015-01-01

Numerous studies have been conducted on the accuracy of teacher judgement in different educational areas such as mathematics, language arts and reading. Teacher judgement of students' foreign-language achievement, however, has been rarely investigated. The study aimed to examine the accuracy of teacher judgement of students' foreign-language…

Short-Term International Experiences and Teacher Language Awareness

ERIC Educational Resources Information Center

Harbon, Lesley

2007-01-01

This research study had as its focus the impact of a short-term international experience on teacher language awareness (TLA). In-country intensive immersion experiences were considered beneficial for language teacher professional development. This project examined the Australian teachers' perceptions of their teaching and home-stay experiences…

Creating Permeable Boundaries: Teaching and Learning for Social Justice in a Global Society

ERIC Educational Resources Information Center

Landorf, Hilary; Rocco, Tonette S.; Nevin, Ann

2007-01-01

In their call for proposals for this themed issue, the editors maintain that higher education institutions should graduate future P-12 teachers who think globally, have international experience, demonstrate foreign language competence, and are able to incorporate a global dimension into their teaching. In contrast, the authors argue that future…

Facets: Where Should We English Teachers Be Heading in the Next Ten Years and Why?

ERIC Educational Resources Information Center

English Journal, 1987

1987-01-01

Four professionals in English instruction envision a future that contains a 10,000-student secondary school teaching only English language arts, a school where tutors help students learn independently; achieves balance between teaching and institutional ideals of curriculum for basal readers; addresses the writing movement, keyboard instruction,…

Unity through Diversity. TESOL Arabia '98 4th International Conference. Conference Proceedings, Vol. III.

ERIC Educational Resources Information Center

Troudi, Salah, Ed.; Coombe, Christine, Ed.; Riley, Susan, Ed.

Papers from the 1998 international conference on the teaching of English to speakers of other languages (TESOL) include: "The Future of English: Where Unity and Diversity Meet" (David Crystal); "Maximizing Student Writing and Minimizing Teacher Correction" (Phil Quirke); "How the Camel Got Its Hump: Bringing Literature…

Making Meaning of Experience: Navigating the Transformation from Graduate Student to Tenure-Track Professor

ERIC Educational Resources Information Center

Coke, Pamela K.; Benson, Sheila; Hayes, Monie

2015-01-01

This article is about three adult authors who are making meaning of their experiences as early career, tenure-track professors. All former secondary English language arts instructors who are responsible for preparing future secondary English teachers, the authors use Mezirow's transformative learning theory lens to examine their trajectories from…

Student Teachers' Attitudes and Beliefs about Using the Target Language in the Classroom

ERIC Educational Resources Information Center

Bateman, Blair E.

2008-01-01

Although the language teaching profession has long emphasized the use of the target language in the classroom, student teachers face various challenges in their efforts to conduct class in their target language. This case study focused on 10 student teachers with respect to (1) their initial attitudes and beliefs about using the target language,…

The Development of Early Childhood Teachers' Language Knowledge in Different Educational Tracks

ERIC Educational Resources Information Center

Strohmer, Janina; Mischo, Christoph

2015-01-01

Early childhood teachers should have extensive knowledge about language and language development, because these facets of professional knowledge are considered as important requirements for fostering language development in early childhood education settings. It is assumed that early childhood teachers acquire this knowledge during pre-service…

Changing Teacher Roles in the Foreign Language Classroom.

ERIC Educational Resources Information Center

Johnson, Francis; Delarche, Marion; Marshall, Nicholas; Wurr, Adrian; Edwards, Jeffrey

1998-01-01

The roles of teachers in traditional second language classrooms are examined and measured against current conceptual trends within the discipline of foreign language learning and teaching. These trends, especially those in interpersonal communication and learner autonomy, require a new understanding of the classroom role of the language teacher.…

Supporting English Language Learners in Social Studies: Language-Focused Strategies

ERIC Educational Resources Information Center

Zhang, Ying

2017-01-01

With the significant enrollment increase of English Language Learners (ELLs) nationwide, social studies teachers face challenges to educate these students. As a response to the literature of preparing all content teachers to work with ELLs, this article introduces three teacher-friendly language-focused strategies. These strategies help social…

The Impact of Teacher Responsivity Education on Preschoolers' Language and Literacy Skills

ERIC Educational Resources Information Center

Cabell, Sonia Q.; Justice, Laura M.; Piasta, Shayne B.; Curenton, Stephanie M.; Wiggins, Alice; Turnbull, Khara Pence; Petscher, Yaacov

2011-01-01

Purpose: This study examined the extent to which teacher responsivity education affected preschoolers' language and literacy development over an academic year. Additional aims were to determine whether children's initial language abilities and teachers' use of responsivity strategies were associated with language outcomes, in particular. Method:…

Language Teachers' Perceptions of Evaluation Criteria in Iran

ERIC Educational Resources Information Center

Ostovar Namaghi, Seyyed Ali

2013-01-01

The objectives of this study are twofold: (1) uncovering the local criteria for evaluating language-teaching performance, and (2) unraveling and conceptualizing language teachers' perception of these criteria. To this end, the study used grounded theory to collect and analyze interview data from twelve experienced language teachers who were…

Teachers' and Students' Beliefs regarding Aspects of Language Learning

ERIC Educational Resources Information Center

Davis, Adrian

2003-01-01

The similarities and dissimilarities between teachers' and students' conceptions of language learning were addressed through a questionnaire survey concerning the nature and methods of language learning. The results indicate points of congruence between teachers' and students' beliefs about language learning in respect of eight main areas.…

Professional Development Needs of English Language Teachers in Malaysia

ERIC Educational Resources Information Center

Khandehroo, Koroush; Mukundan, Jayakaran; Alavi, Zhinoos Kamal

2011-01-01

This study surveyed the professional development (PD) needs of school English language teachers at Melaka State in Malaysia. With close cooperation with the Department of Language at the Ministry of Education, the whole population of English language teachers had been studied on their types of professional development needs in instructional…

Effective Oral Language Development Strategies for Elementary Teachers

ERIC Educational Resources Information Center

Kohler, Karen L.

2016-01-01

This action research study explored first and second grade classroom teachers' knowledge of oral language development and interventions for students at-risk of an oral language delay. This was accomplished through collaboration between a speech-language pathologist and classroom teachers. The data was aligned with assessments, the Response to…

Ownership of Language in Yucatec Maya Revitalization Pedagogy

ERIC Educational Resources Information Center

Guerrettaz, Anne Marie

2015-01-01

This classroom-based study examined a Yucatec Maya language course for teachers and the pedagogical implementation of national language policy in Mexico. Analysis of this teacher education program focused on various dimensions of teachers' Maya-language expertise, the teaching of the emergent standard Maya, and hegemonic constructions of…

Language Learners' and Teachers' Perceptions of Task Repetition

ERIC Educational Resources Information Center

Ahmadian, Mohammad Javad; Mansouri, Seyyed Abbas; Ghominejad, Shiva

2017-01-01

This study examined how English language learners and teachers perceive and interpret task repetition (TR), and whether teachers' and learners' views about this pedagogic practice correspond. In addition, the study explored learners' cognitive and affective engagement with TR. We asked eight experienced language teachers to use a structured…

Queer English Language Teacher Identity: A Narrative Exploration in Colombia

ERIC Educational Resources Information Center

Lander, Roderick

2018-01-01

This article presents partial results of research exploring links between language teacher identity and queer identity in English language teachers working in Colombia. Three gay male teachers participated in a narrative research project framed within a poststructural perspective on identity. I conducted and recorded semi-structured interviews…

Factors Related to Professional Development of English Language University Teachers in Thailand

ERIC Educational Resources Information Center

Wichadee, Saovapa

2012-01-01

Professional development is deemed necessary for university teachers at all levels, as it helps to enhance teaching quality. However, the extent of English language university teachers' professional development might depend on a number of factors. This paper reports on a study investigating English language university teachers' professional…

The Teacher Trainer, A Practical Journal Mainly for Modern Language Teacher Trainers, 1996.

ERIC Educational Resources Information Center

Woodward, Tessa, Ed.

1996-01-01

The three issues of the journal on second language teacher education include these articles: "We Need More and Different Flags" (Agnes Martin); "Dealing with Timetabling on Second Language Teacher Training Courses" (Craig Thaine); "Interview with Jill Florent"; "Haiku Idea" (Tim Hahn); "The Hidden…

Language Assessment Literacy as Self-Awareness: "Understanding" the Role of Interpretation in Assessment and in Teacher Learning

ERIC Educational Resources Information Center

Scarino, Angela

2013-01-01

The increasing influence of sociocultural theories of learning on assessment practices in second language education necessitates an expansion of the knowledge base that teacher-assessors need to develop (what teachers need to know) and related changes in the processes of language teacher education (how they learn and develop it). Teacher assessors…

Meeting the Needs of High School Science Teachers in English Language Learner Instruction

NASA Astrophysics Data System (ADS)

Cho, Seonhee; McDonnough, Jacqueline T.

2009-08-01

This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning (ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’ special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications for science teacher preservice and inservice education in regard to working with language minority students.

Preschool Teachers’ Language and Literacy Practices with Dual Language Learners

PubMed Central

Sawyer, Brook E.; Hammer, Carol Scheffner; Cycyk, Lauren M.; López, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene

2016-01-01

The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and culture beliefs, Spanish speaking ability, and classroom composition. Results indicated that teachers, including those who spoke Spanish, used few linguistically responsive practices to support preschool DLLs. Only Spanish-speaking ability was related to practices. Implications for targeted professional development are discussed. PMID:27667968

Addressing the Standards for Foreign Language Learning. Dimension '97. Selected Proceedings of the Joint Conference of the Southern Conference on Language Teaching and the South Carolina Foreign Language Teachers' Association (Myrtle Beach, South Carolina).

ERIC Educational Resources Information Center

Terry, Robert M., Ed.

Seven papers from the annual conference are presented. "Developing Tomorrow's Technology-Using Foreign Language Teachers: Where We Are, Where We Are Going" (Marjorie H. DeWert, Audrey Heining-Boynton) looks at whether language teachers are being trained to take full advantage of educational technology. "Foreign Language Placement in…

English Second Language, General, Special Education, and Speech/Language Personal Teacher Efficacy, English Language Arts Scientifically-Validated Intervention Practice, and Working Memory Development of English Language Learners in High and Low Performing Elementary Schools

ERIC Educational Resources Information Center

Brown, Barbara J.

2013-01-01

The researcher investigated teacher factors contributing to English language arts (ELA) achievement of English language learners (ELLs) over 2 consecutive years, in high and low performing elementary schools with a Hispanic/Latino student population greater than or equal to 30 percent. These factors included personal teacher efficacy, teacher…

Strategic and Organisational Considerations in Planning Content and Language Integrated Learning: A Study on the Coordination between Content and Language Teachers

ERIC Educational Resources Information Center

Pavón Vázquez, Víctor; Ávila López, Javier; Gallego Segador, Arturo; Espejo Mohedano, Roberto

2015-01-01

Content and language integrated learning (CLIL) is generally recognised as a fruitful example of bilingual education. However, success in CLIL may not be straightforward and may require the establishment of coordination between content and language teachers. The aim of this study is to investigate if content and language teachers are able to plan…

The Use of EPOSTL to Determine the Self-Efficacy of Prospective EFL Teachers: Raising Awareness in English Language Teacher Education

ERIC Educational Resources Information Center

Bergil, Ayfer Su; Sariçoban, Arif

2017-01-01

The current practices in the field of foreign language teacher education have a heavy inclination to make use of traditional means especially throughout the assessment process of student teachers at foreign language departments. Observing the world in terms of teacher education makes it urgent to include more reflective and objective tools in…

"Spanish as a Foreign Language" Teachers' Profiles: Inclusive Beliefs, Teachers' Perceptions of Student Outcomes in the TCLA Program, Burnout, and Experience

ERIC Educational Resources Information Center

Rojas Tejada, Antonio J.; Cruz Del Pino, Raquel M.; Tatar, Moshe; Jimenez Sayans, Pablo

2012-01-01

The present study focuses on the Temporary Classroom of Linguistic Adaptation program (TCLA program) in which specialist teachers (Spanish as a foreign language teachers--SFL teachers) teach Spanish to immigrants who are not proficient in the language. We suggest that support for immigrant students in Spanish schools should adopt a new inclusive…

Milestone in English Language Teacher Education: How to Use European Profiling Grid in the Assessment of Prospective EFL Teachers' Qualifications

ERIC Educational Resources Information Center

Su Bergil, Ayfer; Sariçoban, Arif

2016-01-01

This research intends to exemplify one of the new practices that can be used for the assessment of prospective English language teachers' qualifications. Thus, the scope of this research covers the prospective EFL teachers and the implementation of European Profiling Grid (EPG) aimed to be commonly used for language teacher education in Europe.…

Culture, Language, Pedagogy: The Place of Culture in Language Teacher Education

ERIC Educational Resources Information Center

Badger, Richard; MacDonald, Malcolm N.

2007-01-01

The principles of many international language teacher education programmes are grounded in a relatively homogenous set of "Western" cultural values, even though their participants come from a wide range of different cultural backgrounds. This paper addresses some of the issues surrounding the role of culture in language teacher education and…

Elementary Teachers' Perception of Language Issues in Science Classrooms

ERIC Educational Resources Information Center

Seah, Lay Hoon

2016-01-01

Although the importance of language in science learning has been widely recognized by researchers, there is limited research on how science teachers perceive the roles that language plays in science classrooms. As part of an intervention design project that aimed to enhance teachers' capacity to address the language demands of science, interview…

Knowledge, Skills, and Training in Second Language Acquisition: A Comparative Study of Preservice Teachers' Perceptions

ERIC Educational Resources Information Center

Wilson, Christine

2017-01-01

Preservice teachers must have opportunities in their university teaching programs to apply theories of second language learning. Courses in second language acquisition and English as a second language methodology are essential to prepare mainstream teachers for teaching culturally and linguistically diverse learners. Additionally, creating a…

Prospective Foreign Language Teachers' Preference of Teaching Methods for the Language Acquisition Course in Turkish Higher Education

ERIC Educational Resources Information Center

GüvendIr, Emre

2013-01-01

Considering the significance of taking student preferences into account while organizing teaching practices, the current study explores which teaching method prospective foreign language teachers mostly prefer their teacher to use in the language acquisition course. A teaching methods evaluation form that includes six commonly used teaching…

Teacher to Teacher: Model Lessons for K-8 Foreign Language.

ERIC Educational Resources Information Center

Redmond, Mary Lynn, Ed.; Lorenz, Eileen, Ed.

This book provides resources for foreign language teachers, supervisors, and others involved in developing and implementing a curriculum. It is the outcome of a 1997 institute, "National Standards for Foreign Language Learning: Curriculum Reform for K-8 Foreign Language Education." The model shows how the national standards can be used…

Secondary Teachers' Language Usage: Beliefs and Practices

ERIC Educational Resources Information Center

Hlas, Anne Cummings

2016-01-01

In recent years, much research has shown that the first language (L1) is being used in the majority of foreign language classrooms. However, these findings have often failed to include secondary foreign language teachers and their teaching context. The current mixed-methods study explores Spanish teachers' use of and beliefs about first and target…

SEL/Project Language. Level II, Kindergarten, Teacher's Handbook.

ERIC Educational Resources Information Center

Valladares, Ann E.; Lynch, Helen C.

The Teacher's Handbook is part of the publication series of the Southeastern Education Laboratory/Project Language (SEL/PL), an 8-year language-centered program designed to alleviate the language deficiencies of disadvantaged children between the ages of four and eleven. For teachers utilizing SEL/PL, the Handbook provides a research summary and…

Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance

ERIC Educational Resources Information Center

Kubanyiova, Magdalena; Feryok, Anne

2015-01-01

Understanding language teachers' "mental lives" (Walberg, 1972), and how these shape and are shaped by the activity of language teaching in diverse sociocultural contexts, has been at the forefront of the sub discipline of applied linguistics that has become known as "language teacher cognition." Although the collective…

Resources for the Internet: Applications for Foreign Language Teachers.

ERIC Educational Resources Information Center

Finnemann, Michael D.

1995-01-01

A session of the Illinois Council on the Teaching of Foreign Languages (ICTFL) October 1995 conference dealing with Internet resources for second language teachers is summarized, and in extension of that information, World Wide Web resources for language teachers are enumerated. In the conference session seven types of Internet resource are…

Connecting Language Proficiency to (Self-Reported) Teaching Ability: A Review and Analysis of Research

ERIC Educational Resources Information Center

Faez, Farahnaz; Karas, Michael

2017-01-01

This article provides a review and analysis of current research examining the connection between teacher language proficiency and their self-reported beliefs about their pedagogical abilities. Generally speaking, (English) language teachers require an advanced level of proficiency in order to be successful language teachers, but pedagogical skills…

Preschool Teachers' Language and Literacy Practices with Dual Language Learners

ERIC Educational Resources Information Center

Sawyer, Brook E.; Hammer, Carol Scheffner; Cycyk, Lauren M.; Lopez, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene

2016-01-01

The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool…

Preschool Teachers' Language and Literacy Practices with Dual Language Learners

ERIC Educational Resources Information Center

Sawyer, Brook E.; Hammer, Carol Scheffner; Cycyk, Lauren M.; López, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene

2016-01-01

The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool…

"Words that Hold Us up": Teacher Talk and Academic Language in Five Upper Elementary Classrooms

ERIC Educational Resources Information Center

Ernst-Slavit, Gisela; Mason, Michele R.

2011-01-01

This study investigates the oral academic language used by English as a second language prepared teachers during content area instruction in five upper elementary classrooms in the United States. Using ethnographic and sociolinguistic perspectives the authors examine the oral, academic language exposure students received from their teachers during…

Understanding Teachers' Professional Identity and Beliefs in the Chinese Heritage Language School in the USA

ERIC Educational Resources Information Center

Wu, Hsu-Pai; Palmer, Deborah K.; Field, Sherry L.

2011-01-01

Heritage language education has come to prominence worldwide. Despite the increasing number of Chinese heritage language learners and Chinese schools in the USA, little attention has been given to teachers. This study investigated three heritage language teachers' professional identity and beliefs about curriculum and instructional practices in a…

Investigating the Relationship between Iranian EFL Teachers' Autonomy and Their Neuro-Linguistic Programming

ERIC Educational Resources Information Center

Hosseinzadeh, Ehsan; Baradaran, Abdollah

2015-01-01

The present study was an attempt to investigate the relationship between English Language Teachers' autonomy and their Neuro-linguistic Programming (NLP). To this end, a group of 200 experienced English language teachers at various language schools in Tehran, inter alia, Asre Zaban Language Academy, were given two questionnaires namely Teaching…

Developing Language Awareness for Teachers of Emergent Bilingual Learners Using Dialogic Inquiry

ERIC Educational Resources Information Center

Wallen, Matthew; Kelly-Holmes, Helen

2017-01-01

This study endeavoured to awaken mainstream teachers' awareness of language, specifically related to teaching emergent bilingual children who are learning English as an additional language (EAL) in the Republic of Ireland. Because EAL learners spend the majority of the day in the mainstream classroom, mainstream teachers' language awareness may…

Iranian English Language Teachers' Job Satisfaction and Organisational Climate in Public and Private Schools

ERIC Educational Resources Information Center

Razavipour, Kioumars; Yousefi, Moslem

2017-01-01

Organisation issues rarely feature in the English language education literature, since language education is seemingly mostly concerned with the individual learner or teacher. As such, the impact that school climate might have on Iranian English language teachers remains an uncharted territory. This mixed-method study explores the relationship…

Teacher Learning across Boundaries: A Challenge to the Legitimacy of Language Teachers' Disciplinary Knowledge

ERIC Educational Resources Information Center

Han, Chunyan; Wu, Zongjie

2015-01-01

The legitimate forms of knowledge recognised for language teachers in Chinese universities are differentiated by strong academic boundaries, subject only to disciplinary authority and fashion. Classroom practice on the whole tends not to be informed by research. For many language teachers, a disconnect exists between the academic discipline in…

Building a Well-Prepared Languages Teaching Force: Turkish Teacher Perspectives

ERIC Educational Resources Information Center

Beykont, Zeynep F.

2012-01-01

Teacher quality is a central issue in the provision of languages. This paper reports on a study that examines teachers' perceptions of the obstacles to creating a well-prepared and wellsupported languages teaching force. In one-on-one interviews, teachers of Turkish in Australia identified the essential knowledge base, understanding, and skills of…

Cuban Voices: A Case Study of English Language Teacher Education

ERIC Educational Resources Information Center

Smith, Steven John

2016-01-01

This case study uses qualitative research methods and a postcolonial paradigm to listen to the voices of Cuban teacher educators describing how they educate and prepare English language teachers in Cuba. English language teacher education in Cuba includes features that are considered innovative, contemporary and good practice in the Western world.…

Mutually Beneficial Service Learning: Language Teacher Candidates in a Local Community Center

ERIC Educational Resources Information Center

Hildebrandt, Susan A.

2014-01-01

This article reports on a project designed to provide mutually beneficial solutions to challenges faced by world language teacher candidates, their preparation program, and a local community center. The project provided opportunities for teacher candidates enrolled in a world language (WL) teacher education course to complete clinical experiences…

Computer Literacy of Iranian Teachers of English as a Foreign Language: Challenges and Obstacles

ERIC Educational Resources Information Center

Dashtestani, Reza

2014-01-01

Basically, one of the requirements for the implementation of computer-assisted language learning (CALL) is English as a foreign language (EFL) teachers' ability to use computers effectively. Educational authorities and planners should identify EFL teachers' computer literacy levels and make attempts to improve the teachers' computer competence.…

Adopting a Cultural Portfolio Project in Teaching German as a Foreign Language: Language Teacher Cognition as a Dynamic System

ERIC Educational Resources Information Center

Feryok, Anne; Oranje, Jo

2015-01-01

Intercultural language teaching and learning has increasingly been adopted in state school systems, yet studies have shown that language teachers struggle to include it in their practice. The aim of this study is to use dynamic systems theory to examine how a German as a foreign language teacher in a New Zealand secondary school adopted a project…

The Impact of Vietnam's Globalization on National Education Policies and Teacher Training Programs for Teachers of English as an International Language: A Case Study of the University of Pedagogy in Ho Chi Minh City

ERIC Educational Resources Information Center

Lam, Tri Ly

2011-01-01

The Problem: The purpose of this study was to investigate the impact of Vietnam's globalization on national language education policies and teacher training programs for teachers of English to speakers of other languages. Specifically, this research explored the extent to which the new policies for English language training programs adopted by the…

Teachers Fostering the Co-Development of Science Literacy and Language Literacy with English Language Learners

ERIC Educational Resources Information Center

Carrejo, David J.; Reinhartz, Judy

2014-01-01

Thirty-five elementary teachers participated in a yearlong professional development (PD) program that was designed to foster a culture of on-going teacher learning to promote the co-development of science and language literacy for English language learners (ELL). An explanatory design methodology was used to determine the degree to which science…

Teachers' Uses of the Target and First Languages in Second and Foreign Language Classrooms.

ERIC Educational Resources Information Center

Turnball, Miles; Arnett, Katy

2002-01-01

Reviews recent theoretical and empirical literature regarding teachers' uses of the target (TL) and first languages (L1) in second and foreign language classrooms. Explores several issues related to teachers' use of the L1 and the TL in the classroom; exposure to TL input, student motivation, cognitive considerations, code switching, and…

A Snapshot of Teacher Candidates' Readiness for Incorporating Academic Language in Lesson Plans

ERIC Educational Resources Information Center

Lim, Woong; Moseley, Lauren Jeneva; Son, Ji-Won; Seelke, John

2014-01-01

With the national rollout of edTPA that champions language supports in content lessons, there is a renewed interest in academic language across disciplines and related pedagogy in the U.S. This study examines current knowledge of academic language demonstrated by teacher candidates at middle grades. An analysis (n = 42) of teacher candidates'…

Post-Secondary Foreign Language Teachers' Belief Systems about Language Teaching/Learning and Technology/Teaching with Technology

ERIC Educational Resources Information Center

Oda, Kazue

2011-01-01

While many studies have demonstrated the advantages of using computer technology in foreign language classrooms, many post-secondary foreign language (FL) teachers still remain reluctant to use technology in instruction. Even when teachers do use technology, critiques have indicated that it is oftentimes used merely to replicate traditional…

Teacher Language Competence Description: Towards a New Framework of Evaluation

ERIC Educational Resources Information Center

Sokolova, Nataliya

2012-01-01

The article is centred around the concept of "language competence of a foreign language (FL) teacher" and the ways it can be evaluated. Though the definition of teacher language competence might sound obvious it has not yet been clearly structured and, therefore, no component has been thoroughly described. I use this fact as a starting…

Content and Language Integrated Learning: Teachers' and Teacher Educators' Experiences of English Medium Teaching. Publication No. 4.

ERIC Educational Resources Information Center

Sjoholm, Kaj, Ed.; Bjorklund, Mikaela, Ed.

The publication on the integration of content area and second language instruction, focusing on the situation in Finland, consists of nine essays and a bibliography. The essays include: "Education in a Second or Foreign Language. An Overview" (Kaj Sjoholm); "Foreign Language Content Teaching in Teacher Education at Abo Akademi…

Peer Mentoring Second Language Teachers: A Mutually Beneficial Experience?

ERIC Educational Resources Information Center

Kissau, Scott P.; King, Elena Tosky

2015-01-01

Studies have shown that there are not enough qualified foreign language and English as a second language teachers in this country. To increase the number of new second language teachers who remain in the profession, and to promote their use of best teaching practices, the ACTFL has identified mentoring as a national research priority. The…

Teacher Preparation and Language Policy Appropriation: A Qualitative Investigation of Teach For America Teachers in Arizona

ERIC Educational Resources Information Center

Heineke, Amy J.; Cameron, Quanna

2013-01-01

In this qualitative study, we examined teachers' language policy appropriation in the English-only state of Arizona. Specifically, we investigated teachers who received their professional placement and preparation through the Teach For America organization. We conducted the research in 2010 and 2011, a period when Arizona state language policy…

The Overwhelmed Generation and Foreign Language Teacher Preparation: Developing Strategies to Work with the Mental Health Challenges of Preservice Teachers

ERIC Educational Resources Information Center

Schrier, Leslie L.

2008-01-01

For the last two decades the foreign language education profession has spent considerable energy establishing professional guidelines for foreign language teacher preparation. This article discusses research that suggests that the profession should now direct its energies toward developing protocols to assist preservice teachers whose mental…

The Social Construction of Academic Language in Teacher Education: Preparing Preservice Teachers to Work with English Language Learners

ERIC Educational Resources Information Center

Scalzo, Jennifer Noel

2010-01-01

Increasing numbers of English language learners enrolled in public schools has brought national attention to issues surrounding the education of linguistically diverse students. Teacher education programs have come under scrutiny for not doing an "adequate job of preparing teachers to teach diverse populations" (Hollins & Guzman,…

Multilingual Pedagogies and Pre-Service Teachers: Implementing "Language as a Resource" Orientations in Teacher Education Programs

ERIC Educational Resources Information Center

Catalano, Theresa; Hamann, Edmund T.

2016-01-01

While Ruiz's (1984) influential work on language orientations has substantively influenced how we study and talk about language planning, few teacher education programs today actually embed his framework in the praxis of preparing pre-service and practicing teachers. Hence, the primary purpose of this article is to demonstrate new understandings…

EFL Teachers' Identity (Re)Construction as Teachers of Intercultural Competence: A Language Socialization Approach

ERIC Educational Resources Information Center

Ortaçtepe, Deniz

2015-01-01

Adapting Norton's (2000) notion of investment as an analytical lens along with thematic analysis, this longitudinal/narrative inquiry explores how 2 EFL teachers' language socialization in the United States resulted in an identity (re)construction as teachers of intercultural competence. Baris and Serkan's language socialization in the United…

Directed Motivational Currents: Using Vision to Create Effective Motivational Pathways

ERIC Educational Resources Information Center

Muir, Christine; Dörnyei, Zoltán

2013-01-01

Vision, that is, the mental representation of the sensory experience of a future goal state (involving imagination and imagery), is currently at the forefront of motivational innovation, and in recent years it has been seen increasingly more often in the motivational tool kit of practicing language teachers. Theories such as Dörnyei's L2…

Using Children's Literature to Inspire K-8 Preservice Teachers' Future Mathematics Pedagogy

ERIC Educational Resources Information Center

Ward, Robin A.

2005-01-01

A growing body of research in the fields of mathematics education and literacy supports the inclusion of children's literature with the teaching and learning of mathematics. When mathematics is couched within a story and presented using pictures and informal, familiar language, students can more readily grasp the mathematical ideas and concepts.…

The Common European Framework of Reference (CEFR) in Canada: A Research Agenda

ERIC Educational Resources Information Center

Arnott, Stephanie; Brogden, Lace Marie; Faez, Farahnaz; Péguret, Muriel; Piccardo, Enrica; Rehner, Katherine; Taylor, Shelley K.; Wernicke, Meike

2017-01-01

This article proposes a research agenda for future inquiry into the use of the Common European Framework of Reference (CEFR) in the plurilingual Canadian context. Drawing on data collected from a research forum hosted by the Canadian Association of Second Language Teachers in 2014, as well as a detailed analysis of Canadian empirical studies and…

Media Education of Future Native Language Teachers: Experience of Germany and Ukraine

ERIC Educational Resources Information Center

Yachmenyk, Maryna

2014-01-01

The achievements of media education in higher education of Germany have been highlighted. The notions of media education that exist in scientific literature have been outlined. Media education has been defined as a direction in pedagogy (media pedagogy) aimed at an individual's media-culture formation in society, as well as a process of…

Using Concept-Based Instruction in the L2 Classroom: Perspectives from Current and Future Language Teachers

ERIC Educational Resources Information Center

Williams, Lawrence; Abraham, Lee B.; Negueruela-Azarola, Eduardo

2013-01-01

A number of recent studies (see, for example, Lantolf, 2010; Negueruela & Lantolf, 2006; van Compernolle, 2011) have focused on the use of learning tools developed according to the principles of concept-based instruction (CBI). Using videorecorded data from interviews and observations of classroom instruction, our study seeks to contribute to…

Hands-On English: A Periodical for Teachers and Tutors of Adult English as a Second Language, 2003.

ERIC Educational Resources Information Center

Silliman, Anna, Ed.

2003-01-01

These three issues contain educational activities and articles on the following topics: education for the future; learning about learning; readers' responses to requests for suggested article and activity topics; tools and techniques (revisiting the one-question interview, learning students' names, and getting to know one another); multi-level…

An Appreciative Inquiry into the Transformative Learning Experiences of Students in a Family Literacy Project

ERIC Educational Resources Information Center

Giles, David; Alderson, Sharon

2008-01-01

Educational discourse has often struggled to genuinely move beyond deficit-based language. Even action research, a predominant model for teacher development, starts with the identification of a problem (Cardno 2003). It would appear that the vocabulary for a hope-filled discourse which captures the imagination and influences our future educational…

A Whole-School Approach to Promoting Languages

ERIC Educational Resources Information Center

Lane, Nathan

2015-01-01

Languages teachers are all aware of the significant advantages and benefits learning a language provides, and believe in the importance of second language acquisition. However, why is it that languages teachers need to justify learning a second language and work hard to encourage more students to see the importance of learning a language and to…

Foreign Language Teacher Education. ERIC Digest.

ERIC Educational Resources Information Center

Jarvis, Gilbert A.; Bernhardt, Elizabeth B.

Foreign language education professionals agree that the profession lacks an established theory and methodological consistency. Foreign language teacher education has not changed much since the 1960s. Most programs consist of subject-matter content, general education requirements, and specialized education courses. Teacher trainee supervisors do…

Teacher Language Awareness Education and Pedagogy: A New Discursive Space

ERIC Educational Resources Information Center

Pomphrey, Cathy; Burley, Suzanne

2009-01-01

This article attempts to recontextualise the dimensions of teacher language awareness (LA) highlighted by Svalberg ((2007) "Language awareness and language learning." "Language Teaching," 40, 287-308) by emphasising the role of pedagogy in achieving coherence in language education across the subjects of English (L1) and Modern…

The Impact of CALL Instruction on English Language Teachers' Use of Technology in Language Teaching

ERIC Educational Resources Information Center

Kiliçkaya, Ferit; Seferoglu, Gölge

2013-01-01

This study investigates the impact of CALL training on in-service language teachers' use of CALL-based activities in their classrooms. The participants included 35 pre-service English as a Foreign Language (EFL) teachers who took an undergraduate-level elective CALL course (FLE318) offered during the 2008-2009 academic year in the Department of…

Learning What To Say and When To Say It in the First Days in Preschool.

ERIC Educational Resources Information Center

Martini, Mary

Noting that many instructional routines discourage complex thought and language, a study examined how teachers and children used language in the first 3 weeks in 3 preschools. Specifically it explored how teachers talk to children, what teachers ask children to do with language, and what children say in school. The language features of…

"That Didn't Work, Did It? I Need to Know How to Do that!" Delivering Classroom Activities to Maximise Language Learning

ERIC Educational Resources Information Center

Conway, Clare; Richards, Heather; Harvey, Sharon; Roskvist, Annelies

2011-01-01

Many novice language teachers have difficulty putting into practice their developing knowledge of language teaching. This article focuses on one of seven case study teachers as an exemplar of those involved in a New Zealand in-service professional development program for teachers of languages (Chinese, French, German, Japanese, Spanish) in…

Training Secondary School Teachers in Instructional Language Modification Techniques to Support Adolescents with Language Impairment: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Starling, Julia; Munro, Natalie; Togher, Leanne; Arciuli, Joanne

2012-01-01

Purpose: This study evaluated the efficacy of a collaborative intervention where a speech-language pathologist (SLP) trained mainstream secondary school teachers to make modifications to their oral and written instructional language. The trained teachers' uptake of techniques in their whole-class teaching practices and the impact this had on the…

Teacher Development in Slovenia for Teaching Foreign Languages at the Primary Level

ERIC Educational Resources Information Center

Brumen, Mihaela; Fojkar, Mateja Dagarin

2012-01-01

The introduction of foreign languages into the first three-year cycle of primary school has spurred the need for qualified teachers, and is one of the main discussion points among experts in foreign language teaching. Most of the contemporary studies report that there is a global gap between the supply of qualified teachers of foreign languages to…

A Language-Based Approach to Content Instruction (LACI) for English Language Learners: Examples from Two Elementary Teachers

ERIC Educational Resources Information Center

de Oliveira, Luciana C.

2016-01-01

The number of English language learners (ELLs) in the United States has increased dramatically. Given this increase it is vital for teacher education programs at the pre-service level and professional learning programs at eh in-service level to address the needs of ELLs. This article presents a teacher preparation model--"a language-based…

Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia

ERIC Educational Resources Information Center

Al Khateeb, Ahmed Abdulteeef M.

2017-01-01

The purpose of this research is to measure in-service English language teachers' digital competence, particularly for the enhancement of teaching English as a second/foreign language in schools in Saudi Arabia. Information and communication technology (ICT) knowledge is currently considered as a vital skill for foreign language teachers in…

Urban school leadership for elementary science education: Meeting the needs of English Language Learners

NASA Astrophysics Data System (ADS)

Alarcon, Maricela H.

Science education reform and state testing accountability call upon principals to become instructional leaders in science. Specifically, elementary school principals must take an active role in science instruction to effectively improve science education for all students including English Language Learners. As such, the research questioned posed in this study centered on How are elementary school principals addressing the academic needs of Latino Spanish-speaking English language learners within science education? This study employed a qualitative research design to identify the factors contributing to the exemplary performance in science, as measured by the Texas Assessment of Knowledge and Skills (TAKS), for English Language Learner students in three high poverty bilingual elementary schools based on a multiple case study. As part of the data collection process, interviews were conducted with three school principals, three science academic support teachers, and two 5th grade bilingual teachers. Additionally, observations were acquired through school principal shadowing. The findings revealed four attributes necessary for effective instructional leadership in science education. First, Positive School Culture was defined as the core that linked the other three instructional leadership attributes and thus increased their effectiveness. Second, Clear Goals and Expectations were set by making science a priority and ensuring that English language learners were transitioning from Spanish to English instruction by the fifth grade. Third, Critical Resourcing involved hiring a science academic support teacher, securing a science classroom on campus, and purchasing bilingual instructional materials. Fourth, principal led and supported Collaboration in which teachers met to discuss student performance based data in addition to curriculum and instruction. These research findings are vital because by implementing these best practices of elementary school principals, educators are positioned to lay the foundation for science needed for ELLs to continue their educational career with the tools needed to succeed in future science classes and in turn college, answering the call to effectively improve science within the educational system.

Teacher knowledge of basic language concepts and dyslexia.

PubMed

Washburn, Erin K; Joshi, R Malatesha; Binks-Cantrell, Emily S

2011-05-01

Roughly one-fifth of the US population displays one or more symptoms of dyslexia: a specific learning disability that affects an individual's ability to process written language. Consequently, elementary school teachers are teaching students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. Findings from studies have indicated that teachers lack essential knowledge needed to teach struggling readers, particularly children with dyslexia. However, few studies have sought to assess teachers' knowledge and perceptions about dyslexia in conjunction with knowledge of basic language concepts related to reading instruction. Thus, the purpose of the present study was to examine elementary school teachers' knowledge of basic language concepts and their knowledge and perceptions about dyslexia. Findings from the present study indicated that teachers, on average, were able to display implicit skills related to certain basic language concepts (i.e. syllable counting), but failed to demonstrate explicit knowledge of others (i.e. phonics principles). Also, teachers seemed to hold the common misconception that dyslexia is a visual processing deficit rather than phonological processing deficit. Copyright © 2011 John Wiley & Sons, Ltd.

Administrators' Sense of Self-Efficacy in Supervision of Teachers of English as a Second Language

ERIC Educational Resources Information Center

Murphy, Audrey Figueroa; Torff, Bruce

2012-01-01

English language learners (ELLs) are the fastest growing segment of the U.S. school population, which means schools are hiring significant numbers of new ESL (English as a Second Language) teachers. This burgeoning pool of ESL teachers must be supervised by administrative staff, and the stakes are considerably higher now that teacher-evaluation…

Conglomeration or Chameleon? Teachers' Representations of Language in the Assessment of Learners with English as an Additional Language.

ERIC Educational Resources Information Center

Gardner, Sheena; Rea-Dickins, Pauline

2001-01-01

Investigates teacher representations of language in relation to assessment contexts. Analyzes not only what is represented in teachers' use of metalanguage, but also how it is presented--in terms of expression, voice, and source. The analysis is based on interviews with teachers, transcripts of lessons, and classroom-based assessments, formal…

Investigation of the Application of Communicative Language Teaching in the English Language Classroom -- A Case Study on Teachers' Attitudes in Turkey

ERIC Educational Resources Information Center

Coskun, Abdullah

2011-01-01

This qualitative study aimed to reveal whether teachers' classroom practices overlap with their attitudes towards certain features of Communicative Language Teaching (CLT) such as pair and group-work activities, fluency and accuracy, error correction and the role of the teacher. Before conducting an open-ended questionnaire with two teachers of…

Difficulties Encountered by Both Teachers and Students in Teaching and Learning Turkish as a Second Language

ERIC Educational Resources Information Center

Canbulat, Mehmet; Dilekçi, Atilla

2015-01-01

The objective of this research is to identify and suggest solutions to the problems experienced by students learning Turkish as a second language according to the opinions of both teachers and students evaluated. The research has been conducted among the classroom teachers, Turkish language teachers and the students attending the schools in…

iPads in the Second Language Classroom: An Examination of iPad Use by Teachers through TPACK and Teacher Perception Lenses

ERIC Educational Resources Information Center

Sharp, Steven Kary

2017-01-01

Research indicates a need for teacher education programs which include embedded computer assisted language learning (CALL) to support teachers' technological pedagogical and content knowledge (TPACK) of how to employ technology in classroom settings. Researchers also indicate a need to better understand the knowledge-base of language teacher…

The Role of Emotionality in Teacher Change: The Case of Chinese Language Teachers in Hong Kong

ERIC Educational Resources Information Center

Loh, Elizabeth K. Y.; Tam, Loretta C. W.

2017-01-01

Over the past decade, Chinese language teachers in Hong Kong have experienced a series of educational reforms. They are now expected to design and implement their own school-based Chinese language curriculum, and adopt innovative pedagogies and customized materials in the classroom. The current literature suggests that some teachers are not ready…

Language Attitudes and Black Dialect: An Assessment. (1) Language Attitudes in the Classroom. (2) A Reliable Measure of Language Attitudes.

ERIC Educational Resources Information Center

Byrd, Marquita L.; Williams, Hampton S.

These two related papers provide information on teacher attitudes toward black dialect use in the classroom and the measurement of such attitudes. The first paper reports on data from 176 administrators, counselors, teachers, and student teachers, revealing significant relationships between a teacher's definition of black dialect, attitudes toward…

Second Language Assessment for Classroom Teachers

ERIC Educational Resources Information Center

Tran, Thu H.

2012-01-01

The vast majority of second language teachers feels confident about their instructional performance and does not usually have much difficulty with their teaching thanks to their professional training and accumulated classroom experience. Nonetheless, many second language teachers may not have received sufficient training in test development to…

Translation and Foreign Language Teaching.

ERIC Educational Resources Information Center

Tinsley, Royal L., Jr.

Translators and teachers of foreign languages need each other: translators need formal academic training and recognition and teachers of foreign languages need students. Unfortunately, translators know only too well that most FL teachers are not competent translators, and FL Departments generally consider translation as an activity beneath the…

Teacher and Student Language Practices and Ideologies in a Third-Grade Two-Way Dual Language Program Implementation

ERIC Educational Resources Information Center

Henderson, Kathryn I.; Palmer, Deborah K.

2015-01-01

This article provides an in-depth exploration of the language ecologies of two classrooms attempting to implement a two-way dual language (TWDL) program and its mediating conditions. Drawing on ethnographic methods and a sociocultural understanding of language, we examined both teachers' and students' language ideologies and language practices,…

Bridging the language gap: Exploring science teachers' dual role as teachers of content and English literacy

NASA Astrophysics Data System (ADS)

Arnold, Suzanne C.

Responsibility for educating English language learners is increasingly falling on the shoulders of content specialists at the secondary level, as students are mainstreamed into classes. Therefore, providing these students an opportunity to achieve academic success depends largely on the quality of mainstream instruction (Cornell, 1995). Most teachers receive little or no preparation in how to work with English language learners. In my study, I address the instructional issues confronting three white, monolingual English-speaking middle school science teachers who must meet the demands of an increasing English language learner population. Specifically, this study explores teacher beliefs and enactment of reform-oriented science and sheltered instructional approaches to develop English language learners scientific and English literacy skills. I also explore the relationships that exist between these two dynamics in an effort to determine the extent to which teachers take on a dual role as teachers promoting English language and science proficiency. Using a participant observation case study method and my adaptation of Schwab's commonplaces heuristic, I analyzed the relationship between teacher beliefs, milieu, subject matter, and enactment in bridging the language gap in the science classroom for English language learners. The most noteworthy finding of this study was the significant role of milieu in enacting lessons that bridge the language gap and foster the development of English language learners science and English literacy skills. The findings suggest that greater attention be given to helping teachers establish a relationship-driven classroom milieu. You can provide all kinds of courses or professional learning experiences to improve teachers' instructional practices, but they must also recognize the importance of establishing relationships with their students; the coursework they take will not supplant the need to foster a warm and safe environment for all students. Practicing teachers need professional development experiences where they explore their own cultural identity, investigate their misconceptions of "others," and embrace the role of empowering students who have been marginalized culturally, economically, and/or linguistically to achieve a status as fully participating members of the classroom community.

Web-Based New Literacies and EFL Curriculum Design in Teacher Education: A Design Study for Expanding EFL Student Teachers' Language-Related Literacy Practices in an Egyptian Pre-Service Teacher Education Programme

ERIC Educational Resources Information Center

Abdallah, Mahmoud Mohammad Sayed

2011-01-01

With the dominance of the Web in education and English language learning, new literacies have emerged. This thesis is motivated by the assumption that these literacies need to be integrated into the Egyptian pre-service EFL teacher education programmes so that EFL student teachers can cope with the new reality of language teaching/learning.…

Teachers' Perceived Efficacy among English as a Foreign Language Teachers in Middle Schools in Venezuela

ERIC Educational Resources Information Center

Chacon, C.T.

2005-01-01

Teachers' sense of efficacy has been shown to influence teachers' actions and student outcomes. This study explored self-efficacy beliefs among English as a Foreign Language teachers in selected schools in Venezuela. Data were collected through a survey administered to 100 teachers. The Teacher Sense of Efficacy Scale (Tschannen-Moran &…

"CLASS Professional Standards" for K-12 Chinese Language Teachers

ERIC Educational Resources Information Center

Lee, Lucy C.; Lin, Yu-Lan; Su, Chih-Wen

2007-01-01

"CLASS Professional Standards" is a resource for Chinese teachers, foreign language specialists, school administrators, parents, and policy makers who recognize the importance of Chinese cultures taught by professional teachers of Chinese. The release of the book also marks the celebration of the Chinese Language Association of…

Urban Elementary Teachers' Perspectives on Teaching Science to English Language Learners

ERIC Educational Resources Information Center

Lee, Okhee; Maerten-Rivera, Jaime; Buxton, Cory; Penfield, Randall; Secada, Walter G.

2009-01-01

This descriptive study examined urban elementary school teachers' perceptions of their science content knowledge, science teaching practices, and support for language development of English language learners. Also examined were teachers' perceptions of organizational supports and barriers associated with teaching science to nonmainstream students.…

Navigating Complexities: An Integrative Approach to English Language Teacher Education

ERIC Educational Resources Information Center

Ryan, Phillip; Glodjo, Tyler; Hobbs, Bethany; Stargel, Victoria; Williams, Thad

2015-01-01

This article is an analysis of one undergraduate English language teacher education program's integrative theoretical framework that is structured around three pillars: interdisciplinarity, critical pedagogy, and teacher exploration. First, the authors survey the unique complexities of language teaching and learning. Then, they introduce this…

Becoming a Japanese Language Learner, User, and Teacher: Revelations From Life History Research

ERIC Educational Resources Information Center

Armour, William S.

2004-01-01

This article discusses how Sarah Lamond, a Japanese language teacher in Sydney, Australia has juggled three of her identities: second language (L2) learner, L2 user, and L2 teacher. Data come from four interviews used to create an edited life history. These data are used to draw attention to the relationship between L2 learner and language user.…

The Teaching of Pragmatics by Native and Nonnative Language Teachers: What They Know and What They Report Doing

ERIC Educational Resources Information Center

Cohen, Andrew D.

2016-01-01

The paper focuses on how nonnative teachers of a target language (NNTs) deal with pragmatics in their classes. It starts with a discussion of what pragmatics entails. Next, issues relating to the teaching of pragmatics are identified, such as the language background of the teacher, comparisons between second- (L2) and foreign-language (FL)…

A Longitudinal Study of the Use of the First Language (L1) in French Foreign Language (FL) Classes

ERIC Educational Resources Information Center

White, Erin; Storch, Neomy

2012-01-01

This longitudinal study investigated teachers' use of the first language (L1) in two French foreign language (FL) intermediate level classes at two Australian universities. A native French-speaking teacher (NS) and a non-native French-speaking teacher (NNS) were observed and audio-recorded approximately every two weeks over a 12- week semester.…

Language Teacher Education in a Fast-Changing World. Anthology Series 29. Selected Papers from a Seminar on Language Teacher Education in a Fast-Changing World (April 1992).

ERIC Educational Resources Information Center

Sadtono, Eugenius, Ed.

Selected papers from a 1992 seminar on innovations in language teacher education include: "Collaboration in Assessment: Empowering the Individual Course Member" (Leslie Dickinson); "An Approach to the Evaluation of ELT Preparation Programs" (Stephen J. Gaies); "Human Resources Development in the Management of English Language Programs: An…

Adult Learners of English Interacting with Native Speaker Teachers and Non-Native Speaker Teachers: Exploring Differences in Students' Language Use

ERIC Educational Resources Information Center

Nadeau, Melody Hallenbeck

2014-01-01

This mixed-methods study examined the lived experience of adult English Language Learners (ELLs) in classrooms led by native speaking teachers, compared with their experience in classrooms led by non-native teachers. The socio-cognitive approach to language and emergent common ground framed the development of the English classroom as a Community…

Ambiguities and Tensions in English Language Teaching: Portraits of EFL Teachers as Legitimate Speakers. ESL & Applied Linguistics Professional Series

ERIC Educational Resources Information Center

Sayer, Peter

2012-01-01

The central theme of this book is the ambiguities and tensions teachers face as they attempt to position themselves in ways that legitimize them as language teachers, and as English speakers. Focusing on three EFL teachers and their schools in the southern Mexican state of Oaxaca, it documents how ordinary practices of language educators are…

The Sustainable Impact of a Short Comparative Teaching Placement Abroad on Primary School Language Teachers' Professional, Linguistic and Cultural Skills

ERIC Educational Resources Information Center

Driscoll, Patricia; Rowe, Janet Elizabeth; Thomae, Manuela

2014-01-01

Recent research shows an increase in the number of trained teachers teaching foreign languages to learners aged 7-11 in English primary schools. Part of this increase stems from a government-funded four-week teaching placement abroad as part of a languages programme in initial teacher education (ITE). Student teachers' cultural, linguistic and…

Building Language Educators: The Implications of Case-Based Pedagogy Using Practicum-Based Student-Teacher-Generated Cases for Pre-Service Language Teacher Education

ERIC Educational Resources Information Center

Cournoyer, Amy Beth

2014-01-01

This case study investigated case-based pedagogy using student-teacher-generated cases as an instructional tool in the preparation of 12 pre-service ESL, Bilingual, and Modern Foreign Language teachers enrolled in a Student Teaching Seminar at a post-secondary institution. In the fall methods course, each participant generated a case study based…

The Effects of a Professional Development Program on English as a Foreign Language Teachers' Efficacy and Classroom Practice

ERIC Educational Resources Information Center

Ortaçtepe, DenIz; Akyel, Ayse S.

2015-01-01

The purpose of the present study is twofold: (1) to investigate the relationship between the efficacy of teachers of English as a foreign language (EFL) and their self-reported practice of communicative language teaching (CLT) and (2) to examine the impact of an in-service teacher education program on teachers' efficacy and self-reported and…

Language Use in Real-time Interactions during Early Elementary Science Lessons: The Bidirectional Dynamics of the Language Complexity of Teachers and Students

ERIC Educational Resources Information Center

Menninga, Astrid; van Dijk, Marijn; Steenbeek, Henderien; van Geert, Paul

2017-01-01

This study used a dynamic approach to explore bidirectional sequential relations between the real-time language use of teachers and students in naturalistic early elementary science lessons. It also compared experienced teachers (n = 22) with novice teachers (n = 8) with respect to such relations. Verbal interactions were transcribed and coded at…

Supporting Academic Language Development in Elementary Science: A Classroom Teaching Experiment

NASA Astrophysics Data System (ADS)

Jung, Karl Gerhard

Academic language is the language that students must engage in while participating in the teaching and learning that takes place in school (Schleppegrell, 2012) and science as a content area presents specific challenges and opportunities for students to engage with language (Buxton & Lee, 2014; Gee, 2005). In order for students to engage authentically and fully in the science learning that will take place in their classrooms, it is important that they develop their abilities to use science academic language (National Research Council, 2012). For this to occur, teachers must provide support to their students in developing the science academic language they will encounter in their classrooms. Unfortunately, this type of support remains a challenge for many teachers (Baecher, Farnsworth, & Ediger, 2014; Bigelow, 2010; Fisher & Frey, 2010) and teachers must receive professional development that supports their abilities to provide instruction that supports and scaffolds students' science academic language use and development. This study investigates an elementary science teacher's engagement in an instructional coaching partnership to explore how that teacher planned and implemented scaffolds for science academic language. Using a theoretical framework that combines the literature on scaffolding (Bunch, Walqui, & Kibler, 2015; Gibbons, 2015; Sharpe, 2001/2006) and instructional coaching (Knight, 2007/2009), this study sought to understand how an elementary science teacher plans and implements scaffolds for science academic language, and the resources that assisted the teacher in planning those scaffolds. The overarching goal of this work is to understand how elementary science teachers can scaffold language in their classroom, and how they can be supported in that work. Using a classroom teaching experiment methodology (Cobb, 2000) and constructivist grounded theory methods (Charmaz, 2014) for analysis, this study examined coaching conversations and classroom instruction to identify and understand what scaffolds are planned and implemented, and how that planning and implementation occurred through an instructional coaching partnership. Findings from this study showed the elementary science teacher planned and implemented a number of scaffolds for science academic language, focusing primarily on the use of sentence starters as a scaffolding strategy. The findings also indicated that the instructional coaching partnership played a vital role as the main resource that assisted the planning of scaffolds. These findings provide insights into the types of scaffolds that elementary science teachers can implement to scaffold science academic language, and the role that instructional coaching can play in supporting teachers as they work to provide instruction that scaffolds their students' language use and development.

Proficiency Teaching and the Teacher in the Field.

ERIC Educational Resources Information Center

Gonzalez, Barbara

Results of a 1983 survey of Texas foreign language teachers reveal their views and concerns about a new state law requiring all prospective language teachers to pass an oral proficiency interview for certification beginning in 1986. Of the 142 respondents, most were Spanish teachers, high school teachers, and teachers with more than 10 years…

Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors

ERIC Educational Resources Information Center

Pennington, Martha C.; Richards, Jack C.

2016-01-01

This article reviews notions of identity and teacher identity, how these relate to the specific characteristics of language teaching, and how teacher identity can evolve or be developed through experience and teacher education. The notion of teacher identity highlights the individual characteristics of the teacher and how these are integrated with…

Thinking, Language and Learning in Initial Teacher Education

ERIC Educational Resources Information Center

Taylor, Nick

2016-01-01

Initial teacher education (ITE) serves as a bridge between prospective teachers exiting the school system to enrol in teacher education faculties, on the one hand and newly qualified teachers (NQTs) who are embarking on a career in schooling on the other. The present paper describes the language and thinking skills student teachers bring to their…

Teaching and learning science in linguistically diverse classrooms

NASA Astrophysics Data System (ADS)

Moore, Emilee; Evnitskaya, Natalia; Ramos-de Robles, S. Lizette

2017-01-01

In this paper we reflect on the article, Science education in a bilingual class: problematising a translational practice, by Zeynep Ünsal, Britt Jakobson, Bengt-Olav Molander and Per-Olaf Wickman (Cult Stud Sci Educ, 10.1007/s11422-016-9747-3). In their article, the authors present the results of a classroom research project by responding to one main question: How is continuity between everyday language and the language of science construed in a bilingual science classroom where the teacher and the students do not speak the same minority language? Specifically, Ünsal et al. examine how bilingual students construe relations between everyday language and the language of science in a class taught in Swedish, in which all students also spoke Turkish, whereas the teacher also spoke Bosnian, both being minority languages in the context of Swedish schools. In this forum, we briefly discuss why close attention to bilingual dynamics emerging in classrooms such as those highlighted by Ünsal et al. matters for science education. We continue by discussing changing ontologies in relation to linguistic diversity and education more generally. Recent research in bilingual immersion classroom settings in so-called "content" subjects such as Content and Language Integrated Learning, is then introduced, as we believe this research offers some significant insights in terms of how bilingualism contributes to knowledge building in subjects such as science. Finally, we offer some reflections in relation to the classroom interactional competence needed by teachers in linguistically diverse classrooms. In this way, we aim to further the discussion initiated by Ünsal et al. and to offer possible frameworks for future research on bilingualism in science education. In their article, Ünsal et al. conclude the analysis of the classroom data by arguing in favor of a translanguaging pedagogy, an approach to teaching and learning in which students' whole language repertoires are used as valuable resources for constructing meaning and for developing academic competences in the language of instruction. This is a conclusion that we support wholeheartedly and an educational practice that we hope to promote with this forum discussion.

Language Issues: Readings for Teachers.

ERIC Educational Resources Information Center

Durkin, Diane Bennett

This book provides a collection of interrelated essays on language for teachers concerned with first and second language acquisition, non-standard English, the teaching of grammar, language change, and the attainment of literacy. A problem-oriented text, the book presents the various controversies surrounding each language area, offering competing…

Acceptability Ratings of Language Interventions and Reasoning as Described by Early Childhood Special Education Teachers

ERIC Educational Resources Information Center

Turan, Yasemin

2012-01-01

This study utilised a structured analogue method to evaluate factors which impact preschool teachers' preference for language interventions. These factors included type of treatment approach (naturalistic versus therapeutic), person delivering the intervention (classroom teacher versus speech and language pathologist), and severity of language…

Cross-Sectional Evaluation of English Language Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Yuksel, Ismail; Yasin, Elif

2014-01-01

The current study aims to identify the language teachers' technological pedagogical content knowledge and to examine their competency levels in terms of gender, length of service, and workplace. This cross-sectional evaluation study was conducted with 124 language teachers in Eskisehir, Turkey. Participants were administered Technological…

Working Conditions of Foreign Language Teachers: Results from a Pilot Survey

ERIC Educational Resources Information Center

Lopez-Gomez, Coral; Albright, Jeremy J.

2009-01-01

Recent research has consistently shown that teacher working conditions are highly predictive of faculty turnover and student performance. However, very little work investigates specifically the experiences of foreign-language instructors. This paper reports results from a pilot survey of language teachers in public and private schools from across…

Technology and English Language Teaching (ELT)

ERIC Educational Resources Information Center

Kazzemi, Akram; Narafshan, Mehry Haddad

2014-01-01

This paper is a try to investigate the attitudes of English language university teachers in Kerman (Iran) toward computer technology and find the hidden factors that make university teachers avoid using technology in English language teaching. 30 university teachers participated in this study. A questionnaire and semi-structured interview were…

Pre-Service Teachers' Perceptions of a Short-Term International Experience Programme

ERIC Educational Resources Information Center

Barkhuizen, Gary; Feryok, Anne

2006-01-01

Short-term international experiences (STIE) are becoming a regular, sometimes required, feature of pre-service language teacher education programmes. Often inappropriately termed "immersion programmes", they aim to give teachers the opportunity to improve their language proficiency in the language they will teach, to develop their…

Teacher Perspectives on the Integration of Mobile-Assisted Language Learning

ERIC Educational Resources Information Center

Grimshaw, Jennica; Cardoso, Walcir; Collins, Laura

2017-01-01

Mobile-Assisted Language Learning (MALL) provides second language (L2) learners and teachers with resources to enhance the learning experience, including its anytime, anywhere accessibility (Traxler, 2007). However, factors such as lack of confidence with technology (Son, 2014) and time limitations (Godwin-Jones, 2015) may prevent teachers from…

The Career Trajectories of English Language Teachers. Oxford Studies in Comparative Education

ERIC Educational Resources Information Center

Haworth, Penny, Ed.; Craig, Cheryl, Ed.

2016-01-01

This volume identifies, illustrates, compares, contrasts and provides informed reflective commentary on the diverse career trajectories of English language teachers, teacher educators and researchers. Increased migration and globalisation pressures have led to dramatic changes in English language teaching over the last few decades. The resulting…

Teacher Language Awareness in Supervisory Feedback Cycles

ERIC Educational Resources Information Center

Lindahl, Kristen; Baecher, Laura

2016-01-01

This study investigates pre- and post-observation feedback provided to TESOL teacher candidates who are preparing to work in content-based instruction/content and language integrated learning contexts, extending the conceptualization of teacher language awareness (TLA) to candidate supervision. It examines the extent to which TLA is manifested by…

Language Teacher Cognitions: Complex Dynamic Systems?

ERIC Educational Resources Information Center

Feryok, Anne

2010-01-01

Language teacher cognition research is a growing field. In recent years several features of language teacher cognitions have been noted: they can be complex, ranging over a number of different subjects; they can be dynamic, changing over time and under different influences; and they can be systems, forming unified and cohesive personal or…

Analysis of the Problems in Language Teachers' Action Research

ERIC Educational Resources Information Center

Han, Ligang

2017-01-01

In-service language teachers' professional development is a crucial factor that influences the teaching and learning effectiveness. Educational action research is considered by many researchers and scholars as an effective way or approach for language teachers' professional development. This article reports a case study of in-service English…

Multilevel ESL Curriculum Guide.

ERIC Educational Resources Information Center

Berry, Eve; Williams, Molly S.

The guide was developed as a resource for the adult English-as-a-Second-Language teacher with classes of mixed language proficiency, and to accompany a teacher workshop. It consists of a brief introductory section to orient teachers to the approach and materials suggested, and a series of separate classroom activities for language skill…

A Systemic Functional Linguistic Analysis of the Utterances of Three South African Physical Sciences Teachers

NASA Astrophysics Data System (ADS)

Jawahar, Kavish; Dempster, Edith R.

2013-06-01

In this study, the sociocultural view of science as a language and some quantitative language features of the complementary theoretical framework of systemic functional linguistics are employed to analyse the utterances of three South African Physical Sciences teachers. Using a multi-case study methodology, this study provides a sophisticated description of the utterances of Pietermaritzburg Physical Sciences teachers in language contexts characterised by varying proportions of English Second Language (ESL) students in each class. The results reveal that, as expected, lexical cohesion as measured by the cohesive harmony index and proportion of repeated content words relative to total words, increased with an increasing proportion of ESL students. However, the use of nominalisation by the teachers and the lexical density of their utterances did not decrease with an increasing proportion of ESL students. Furthermore, the results reveal that each individual Physical Sciences teacher had a 'signature' talk, unrelated to the language context in which they taught. This study signals the urgent and critical need for South African science teacher training programmes to place a greater emphasis on the functional use of language for different language contexts in order to empower South African Physical Sciences teachers to adequately apprentice their students into the use of the register of scientific English.

EFL Teachers' Perceptions of Continuing Professional Development: A Case of Iranian High School Teachers (La percepción de docentes de inglés como lengua extranjera acerca del desarrollo profesional continuado: el caso de profesores iraníes de bachillerato)

ERIC Educational Resources Information Center

Alibakhshi, Goudarz; Dehvari, Najibeh

2015-01-01

English, particularly regarding a foreign language teachers' professional development, has been studied in depth. However, it is not known how Iranian English as a foreign language teachers perceive continuing professional development. This study explored the perceptions of Iranian English as a foreign language teachers of continuing professional…

Effective Ways to Promote Word Power with Students

ERIC Educational Resources Information Center

Miller, Harry B.

2012-01-01

Most of us recall with pain the unpleasant experiences associated with the teacher's announcement that we would once again initiate a unit of learning designed to both widen and deepen our knowledge of the words of our language. This was said to establish the foundation for all of our future academic pursuits. A strong vocabulary was said to be a…

Instructional Coaching in Higher Education: Partnering to Infuse ELL Instructional Practices into Social Studies Courses

ERIC Educational Resources Information Center

Thibault, Malissa

2017-01-01

As evidenced in the growing achievement gap between English language learners (ELLs) and their non-ELL counterparts, it is clear future teachers need to be better prepared to work with ELLs. This study examined the influence of infusing ELL strategies into methods courses through instructional coaching. This study was inspired by the larger…

Becoming a Content-ESL Teacher: A Dialogic Journey of a Science Teacher and Teacher Educator

ERIC Educational Resources Information Center

Welsh, Lori C.; Newman, Karen L.

2010-01-01

This dialogical narrative describes the observations and changes in instruction of an 8th-grade science teacher in an English language learner (ELL) sheltered science class before and after receiving instruction in ESL methods, and the backdrop for the teacher's growth, as narrated by the second language teacher educator who directed the teacher's…

Heidelberg Interaction Training for Language Promotion in Early Childhood Settings (HIT)

ERIC Educational Resources Information Center

Buschmann, Anke; Sachse, Steffi

2018-01-01

Beside parents, teachers in early childhood education and care have the greatest potential to foster language acquisition in children. This is especially important for children with language delays, language disorders or bi-/multilingual children. However, they present teachers with a particular challenge in language support. Therefore, integrated…

Online Collaborative Communities of Learning for Pre-Service Teachers of Languages

ERIC Educational Resources Information Center

Morgan, Anne-Marie

2015-01-01

University programs for preparing preservice teachers of languages for teaching in schools generally involve generic pedagogy, methodology, curriculum, programming and issues foci, that provide a bridge between the study of languages (or recognition of existing language proficiency) and the teaching of languages. There is much territory to cover…

Kirjoitetaan Kielista--Puhutaan Kielilla: Kielivalinnat Opettajien Elamakerroissa (Language Choices: Language Teachers Reflect on Their Professional Choices in a National Writing Contest).

ERIC Educational Resources Information Center

Kalaja, Paula; Dufva, Hannele; Nordman, Leena

This article focuses on the language choices that second language teachers have made in the course of their professional lives as constructed in life stories that they wrote for a national writing contest. The choices include those made by the teachers during their school years, upon entering college, and in the course of their careers. In the…

Listening to the Voices of Pre-Service Student Teachers from Teaching Practice: The Challenges of Implementing the English as a Second Language Curriculum

ERIC Educational Resources Information Center

Ngwaru, Cathrine

2013-01-01

Pre-service teachers in Zimbabwe face a number of challenges on their Teaching Practice (TP) usually because a second language (English) is the language of education. Challenges and experiences articulated by pre-service student teachers on TP therefore provide a strategic window into the practices of novice teachers. This study uses a concurrent…

Teachers' Perceptions of the Use of Computer Assisted Language Learning to Develop Children's Reading Skills in English as a Second Language in the United Arab Emirates

ERIC Educational Resources Information Center

Al-Awidi, Hamed Mubarak; Ismail, Sadiq Abdulwahed

2014-01-01

This study investigated ESL teachers' perceptions regarding the use of Computer Assisted Language Learning (CALL) in teaching reading to children. A random sample of 145 teachers participated in the study by completing a survey developed by the researchers. To explore the situation in depth, 16 teachers were later interviewed. Results indicated…

Using Educative Assessments to Support Science Teaching for Middle School English-language Learners

NASA Astrophysics Data System (ADS)

Buxton, Cory A.; Allexsaht-Snider, Martha; Suriel, Regina; Kayumova, Shakhnoza; Choi, Youn-jeng; Bouton, Bobette; Baker, Melissa

2013-03-01

Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students' emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers' instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students' emergent understandings, and how teacher-researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers' instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice.

Four Language Skills Performance, Academic Achievement, and Learning Strategy Use in Preservice Teacher Training Programs

ERIC Educational Resources Information Center

Shawer, Saad Fathy

2016-01-01

This article examines the differences in language learning strategies (LLS) use between preservice teachers of English as a foreign language (EFL) and Arabic as a second language (ASL). It also examines the relationship between LLS use and language performance (academic achievement and four language skills) among ASL students. The study made use…

Improving Language Learning Strategies and Performance of Pre-Service Language Teachers through a CALLA-TBLT Model

ERIC Educational Resources Information Center

Guapacha Chamorro, Maria Eugenia; Benavidez Paz, Luis Humberto

2017-01-01

This paper reports an action-research study on language learning strategies in tertiary education at a Colombian university. The study aimed at improving the English language performance and language learning strategies use of 33 first-year pre-service language teachers by combining elements from two models: the cognitive academic language…

Author Languages, Authoring Systems, and Their Relation to the Changing Focus of Computer-Aided Language Learning.

ERIC Educational Resources Information Center

Sussex, Roland

1991-01-01

Considers how the effectiveness of computer-assisted language learning (CALL) has been hampered by language teachers who lack programing and software engineering expertise, and explores the limitations and potential contributions of author languages, programs, and environments in increasing the range of options for language teachers who are not…

Collaboration to Teach English Language Learners: Opportunities for Shared Teacher Learning

ERIC Educational Resources Information Center

Martin-Beltran, Melinda; Peercy, Megan Madigan

2014-01-01

This study examines collaboration between English for Speakers of Other Languages (ESOL) teachers and content-area elementary school teachers, and makes the case for conceptualising teacher collaboration as an opportunity for shared teacher learning. Using a sociocultural theoretical lens, this study examines how three pairs of elementary teachers…

Emotions and Language Teacher Identity: Conflicts, Vulnerability, and Transformation

ERIC Educational Resources Information Center

Song, Juyoung

2016-01-01

This study discusses how the shifting teaching context via globalization generates new demands for English language teachers, and how teachers' emotional responses to this shift affect their identity and practice. Based on interviews with five secondary English teachers in South Korea, the study presents these teachers' conflicted stories such as…

The Teacher Trainer: A Practical Journal Mainly for Modern Language Teacher Trainers, 1992.

ERIC Educational Resources Information Center

Woodward, Tessa, Ed.

1992-01-01

This document consists of the three issues of the serial "The Teacher Trainer" issued during 1992. Articles include: "Resistance to Change in Teacher Training Courses"; "Teacher Training Games Series: Game 6: Language Bridge"; "How Trainees Can Provide a Resource for Staff Development"; "Do Unto Them As…

Relationships between Language Teachers' Time-Management Skills, Creativity, and Burnout: A Mediation Analysis

ERIC Educational Resources Information Center

Mahmoodi-Shahrebabaki, Masoud

2015-01-01

The present study aimed to investigate the effects of language teachers' time management and creativity skills on their burnout levels. The sample consisted of 213 Iranian language teachers. The Maslach Burnout Inventory (MBI), Creative Behavior Inventory (CBI) and Time Management Skills Questionnaire (TMSQ) were employed for data collection. By…

Addition in Kindergarten: The Role of Mothers' and Teachers' Language

ERIC Educational Resources Information Center

Hudson, Kesha N.; Coffman, Jennifer L.; Ornstein, Peter A.

2018-01-01

Data from a longitudinal investigation were used to examine the effects of mothers' and teachers' language on children's developing mathematical competencies during the kindergarten year. Specifically, 1) mothers' use of metamemory talk, or references to the process of remembering, and 2) teachers' use of "cognitive processing language"…

Evaluating Corpus Literacy Training for Pre-Service Language Teachers: Six Case Studies

ERIC Educational Resources Information Center

Heather, Julian; Helt, Marie

2012-01-01

Corpus literacy is the ability to use corpora--large, principled databases of spoken and written language--for language analysis and instruction. While linguists have emphasized the importance of corpus training in teacher preparation programs, few studies have investigated the process of initiating teachers into corpus literacy with the result…

Using Visual Literacy to Teach Science Academic Language: Experiences from Three Preservice Teachers

ERIC Educational Resources Information Center

Kelly-Jackson, Charlease; Delacruz, Stacy

2014-01-01

This original pedagogical study captured three preservice teachers' experiences using visual literacy strategies as an approach to teaching English language learners (ELLs) science academic language. The following research questions guided this study: (1) What are the experiences of preservice teachers' use of visual literacy to teach science…

Teacher to Teacher: What Is Your Most Compelling Reason for Teaching Grammar?

ERIC Educational Resources Information Center

English Journal, 2006

2006-01-01

This article presents compelling reasons from teachers why they teach grammar. Amy Benjamin from Hendrick Hudson High School says, she teaches grammar for two reasons. The first is that grammar instruction gives students metalanguage, "language about language." The second reason is that students are interested in language--its changes and…

The Influence of SLA Training in Curricular Design among Teachers in Preparation

ERIC Educational Resources Information Center

Kessler, Greg; Bikowski, Dawn

2011-01-01

This study reports on how language teachers in preparation integrate key concepts from second language acquisition (SLA) theory into CALL curricular design. The need for language teachers who have had SLA coursework to receive orientation to student-centered learning in a CALL context has been identified previously (Kessler, 2010). This research…

English as a Second Language/Dialect Resource Book for K-12.

ERIC Educational Resources Information Center

British Columbia Dept. of Education, Victoria. Curriculum Development Branch.

This resource guide is designed for use by all educators who work with English-as-a-Second-Language/Dialect (ESL/D) students, including administrators, regular classroom teachers in both elementary and secondary schools, trained ESL/D teachers, and other support staff such as language assistance teachers and special education staff. The book…

English as a Second Language for Adults: A Curriculum Guide.

ERIC Educational Resources Information Center

Selman, Mary; And Others

To help improve English as a Second Language (ESL) programs for adult learners, this curriculum guide provides informative materials for the teacher and 30 sections of lessons suitable for adaptation by the teacher. Teacher information includes materials on language teaching and learning, use of the guide, needs assessment, adapting lesson plans,…

Foreign Language Anxiety's Forgotten Study: The Case of the Anxious Preservice Teacher

ERIC Educational Resources Information Center

Tum, Danyal Oztas

2015-01-01

This article argues that nonnative preservice teachers are just as susceptible to foreign language anxiety as are inexperienced language learners, a claim carrying important implications for the EFL classroom. The results of the study described in this article indicate that anxious preservice teachers experience significant levels of language…

Transcending Tradition: Situated Activity, Discourse, and Identity in Language Teacher Education

ERIC Educational Resources Information Center

Mantero, Miguel

2004-01-01

This article explores the concept of tradition within language teacher education (LTE) and extends our understanding of the elements involved in the formation of identity in preservice, second language teachers. After reviewing various perspectives of identity formation, a discursive model is offered as an approach to individual development within…

Handbook for Teachers of English as a Second Language; Americanization-Literacy.

ERIC Educational Resources Information Center

Steeves, Roy W.; And Others

This publication contains guidelines and suggestions to assist teachers of English as a second language in conducting programs that are oriented toward Americanization and literacy. (It is particularly directed toward those newly assigned teachers who do not have a background in teaching English as a second language.) The authors present points to…

Chinese Language and Culture Curriculum: Teacher's Manual [and] Student Activity Book.

ERIC Educational Resources Information Center

Soh, Yong-Kian; And Others

This curriculum is designed to introduce Chinese language and culture in the elementary grades, and consists of a teacher's manual and student activity book. The teacher's guide consists of an introductory section, which outlines the rationale, objectives, suggested teaching techniques and materials, and language and culture content of the…

Learning to Read with the Whole Language Approach: The Teacher's View

ERIC Educational Resources Information Center

Huang, Ling-Ying

2014-01-01

This project explores the understanding of early year's teachers regarding whole language approach and its implementation. A total of 200 questionnaires were delivered to teachers at nurseries and kindergartens in an EFL (English as a Foreign Language) context. 169 questionnaires were completed and analysed. The findings shows that an overwhelming…

Asking the Right Questions: Teachers' Questions Can Build Students' English Language Skills

ERIC Educational Resources Information Center

Hill, Jane D.; Flynn, Kathleen

2008-01-01

This article presents an instructional strategy that helps teachers engage English language learners (ELLs) in learning, thus increasing their own belief that they can effectively teach English language learners, and proposes a professional development activity that will cement this strategy in teachers' minds. By using an action research…

Preparing Language Teachers for Blended Teaching of Summary Writing

ERIC Educational Resources Information Center

Yang, Yu-Fen

2014-01-01

Research on preparing language teachers for blended teaching of summary writing, a mix of on-site and online instruction for college students to grasp the gist of the texts, is scarce in higher education. This study examined the problems encountered and solutions proposed by six language teachers, who altogether instructed 214 college students on…

Social and Individual Frame Factors in L2 Learning: Comparative Aspects.

ERIC Educational Resources Information Center

Ekstrand, Lars H.

A large number of factors are considered in their role in second language learning. Individual factors include language aptitude, personality, attitudes and motivation, and the role of the speaker's native language. Teacher factors involve the method of instruction, the sex of the teacher, and a teacher's training and competence, while…

Language Arts Teachers' Resistance to Teaching LGBT Literature and Issues

ERIC Educational Resources Information Center

Thein, Amanda Haertling

2013-01-01

In recent years, scholars and other educators have encouraged language arts teachers to include LGBT (Lesbian, Gay, Bisexual, Transgender) issues and texts in their classrooms. Despite these efforts, scholars have pointed out that LGBT perspectives are seldom included in language arts pedagogy. Studies of teacher attitudes toward addressing LGBT…

Student Teacher Beliefs on Grammar Instruction

ERIC Educational Resources Information Center

Graus, Johan; Coppen, Peter-Arno

2016-01-01

The role of grammar teaching in foreign language education is a controversial one both in second language acquisition (SLA) research and language pedagogy and, as a result, a potential source of confusion to student teachers. The objective of this study was to gain insight into the beliefs on grammar teaching of student teachers of English as a…

Raising Learners' Awareness through L1-L2 Teacher Collaboration

ERIC Educational Resources Information Center

Gunning, Pamela; White, Joanna; Busque, Christine

2016-01-01

There is considerable interest in teacher collaboration across mother tongue and second language curricula. However, cross-curricular collaboration in reading strategy instruction has seldom been investigated. We report a two-year study involving collaboration between the French first language (L1) and English second language (L2) teachers in an…

Language Students Learning to Manage Complex Pedagogic Situations in a Technology-Rich Environment

ERIC Educational Resources Information Center

Tumelius, Riikka; Kuure, Leena

2017-01-01

Being a language teacher in the modern world requires sensitivity to complexity, which may pose challenges for student teachers and teachers in the field accustomed to classroom-based learning and teaching. This study examines how language students are managing complex pedagogic situations in a technologyrich environment while exploring new ways…

Critical Thinking Dispositions of Pre-Service Turkish Language Teachers and Primary Teachers

ERIC Educational Resources Information Center

Maltepe, Sadet

2016-01-01

The present study aimed to determine critical thinking dispositions of pre-service Turkish language and primary teachers in terms of several variables by employing descriptive survey design. The study group consisted of 215 senior students attending Turkish Language Teaching and Primary Education Departments of Necatibey Faculty of Education at…

The World Language Teacher Shortage: Taking a New Direction

ERIC Educational Resources Information Center

Swanson, Pete; Mason, Shannon

2018-01-01

Since the end of World War II, international leaders have made calls addressing the world language teacher shortage. For almost 70 years, such rhetoric has been advanced, yet world language teacher shortages remain in many countries such as Australia, Canada, Ireland, New Zealand, the United Kingdom, and the United States. In this article, the…

Chinese Language Teachers' Orientation to Reading Instruction and Their Instructional Practices

ERIC Educational Resources Information Center

Lau, Kit-ling

2007-01-01

This study aimed to develop a set of quantitative instruments to investigate Hong Kong Chinese language teachers' orientation to reading instruction, their instructional practices and the relation between these two constructs under the implementation of the new curriculum. A total of 493 Chinese language teachers from 170 secondary schools in Hong…

English Language Teacher Development with and without a Teacher Trainer: ELT Instructors' Perceptions

ERIC Educational Resources Information Center

Turhan, Ide Evre; Arikan, Arda

2009-01-01

Research on opinions and beliefs of English language teachers in relation to their professional development is seriously needed to improve professional development practices situated at Turkish universities. The purpose of this study is to analyze, compare and contrast the opinions of university level English language instructors (n=30) before and…

Photo-Booklets for English Language Learning: Incorporating Visual Communication into Early Childhood Teacher Preparation

ERIC Educational Resources Information Center

Britsch, Susan

2010-01-01

Teachers can integrate discussion and writing about photographs into the early childhood curriculum to build speaking, reading, and writing skills in any language. Although little available research focuses on photography and early childhood education as related specifically to English Language Learners, several current teacher resources do focus…

Investigation of Pre-Service Teachers' Communication Skills

ERIC Educational Resources Information Center

Kana, Fatih

2015-01-01

The purpose of this study is to determine the levels of Turkish language pre-service teachers' communication skills. Descriptive survey model was used in this study. 218 pre-service Turkish language teachers, who are studying at Department of Turkish Language Teaching at a university in the west of Turkey, participated in the study. Criterion…

Preservice Teachers' Understanding of the Language Arts: Using a Lens of Critical Literacy

ERIC Educational Resources Information Center

Bender-Slack, Delane; Young, Teresa

2016-01-01

Preservice teachers are placed in educational environments to learn about teaching literacy and about literacy's role in the English Language Arts (ELA) classroom. Of particular significance is how preservice teachers perceive and understand the varied components of language arts (i.e., reading, writing, speaking, listening, viewing, and visually…

Mind the Gap: Task Design and Technology in Novice Language Teachers' Practice

ERIC Educational Resources Information Center

Smits, Tom F. H.; Oberhofer, Margret; Colpaert, Jozef

2016-01-01

This paper focuses on the possibilities/challenges for English as a Foreign Language (EFL) teachers designing tasks grounded in Task-Based Language Teaching (TBLT) and taking advantage of the affordances of technology--Interactive WhiteBoards (IWBs). Teachers have been shown to confuse tasks with exercises or activities. The interactive…

High heritability of speech and language impairments in 6-year-old twins demonstrated using parent and teacher report.

PubMed

Bishop, Dorothy V M; Laws, Glynis; Adams, Caroline; Norbury, Courtenay Frazier

2006-03-01

Previous twin studies have demonstrated high heritability of specific language impairment (SLI) when the diagnosis is based on psychometric testing. The current study measured the effectiveness of parent and teacher ratings of communication skills in identifying heritable language impairment. The Children's Communication Checklist was completed by parents and teachers of 6-year-old twins recruited from a general population sample. One hundred and thirty twin pairs (65 MZ) were selected because at least one twin had low language skills at 4 years of age; a further 66 pairs (37 MZ) were a low risk group with no indication of language difficulties at 4 years. Internal consistency, inter-rater reliability, and validity in identifying language impairment were assessed for all CCC scales. CCC scales, especially those assessing structural language skills, were highly effective in identifying cases of language impairment, but agreement between parent and teacher ratings was modest. Genetic analysis revealed negligible environmental influence and substantial genetic influence on most scales. A rater-specific effects model was fit to the data to assess how far parents and teachers assess a common genetic factor on the CCC. Ratings of parents and teachers were influenced to some extent by the same child characteristics, but rater-specific effects were also evident, especially on scales measuring pragmatic aspects of communication. This study shows that there are strong genetic influences on both structural and pragmatic language impairments in children, and these can be detected using a simple checklist completed by parents or teachers.

Enhancing early child care quality and learning for toddlers at risk: the responsive early childhood program.

PubMed

Landry, Susan H; Zucker, Tricia A; Taylor, Heather B; Swank, Paul R; Williams, Jeffrey M; Assel, Michael; Crawford, April; Huang, Weihua; Clancy-Menchetti, Jeanine; Lonigan, Christopher J; Phillips, Beth M; Eisenberg, Nancy; Spinrad, Tracy L; de Villiers, Jill; de Villiers, Peter; Barnes, Marcia; Starkey, Prentice; Klein, Alice

2014-02-01

Despite reports of positive effects of high-quality child care, few experimental studies have examined the process of improving low-quality center-based care for toddler-age children. In this article, we report intervention effects on child care teachers' behaviors and children's social, emotional, behavioral, early literacy, language, and math outcomes as well as the teacher-child relationship. The intervention targeted the use of a set of responsive teacher practices, derived from attachment and sociocultural theories, and a comprehensive curriculum. Sixty-five childcare classrooms serving low-income 2- and 3-year-old children were randomized into 3 conditions: business-as-usual control, Responsive Early Childhood Curriculum (RECC), and RECC plus explicit social-emotional classroom activities (RECC+). Classroom observations showed greater gains for RECC and RECC+ teachers' responsive practices including helping children manage their behavior, establishing a predictable schedule, and use of cognitively stimulating activities (e.g., shared book reading) compared with controls; however, teacher behaviors did not differ for focal areas such as sensitivity and positive discipline supports. Child assessments demonstrated that children in the interventions outperformed controls in areas of social and emotional development, although children's performance in control and intervention groups was similar for cognitive skills (language, literacy, and math). Results support the positive impact of responsive teachers and environments providing appropriate support for toddlers' social and emotional development. Possible explanations for the absence of systematic differences in children's cognitive skills are considered, including implications for practice and future research targeting low-income toddlers.

The Language Teacher, 2001.

ERIC Educational Resources Information Center

Swanson, Malcolm, Ed.; Long, Robert, Ed.

These issues of "The Language Teacher" examine second language learning issues in Japan, focusing on such topics as the following: language educators and labor law; using videofeedback to nurture self-monitoring skills; learning diaries in learner training; English for special learners; developing listening subskills with trivia;…

Language Policy toward Equity: How Bilingual Teachers Use Policy Mandates to Their Own Ends

ERIC Educational Resources Information Center

Zuniga, Christian E.; Henderson, Kathryn I.; Palmer, Deborah K.

2018-01-01

The article explores the intersection of equity goals and language ideologies within a dual language bilingual education (DLBE) language policy context. We present two DLBE teachers, Karina and Marisol, and explore their language ideologies and professional conviction towards equitable learning opportunities for their students. We investigate how…

"To Improve Language, You Have to Mix": Teachers' Perceptions of Language Learning in an Overseas Immersion Environment

ERIC Educational Resources Information Center

Roskvist, Annelies; Harvey, Sharon; Corder, Deborah; Stacey, Karen

2014-01-01

The overseas immersion environment has long been considered a superior context for language learning, supposedly providing unlimited exposure to target language (TL) input and countless opportunities for authentic interaction with expert users. This article focuses on immersion programmes (IPs) for in-service language teachers--a relatively…

Talk Like a Scientist! Simple "Frames" to Scaffold the Language of Science

ERIC Educational Resources Information Center

Hoffman, Lisa

2013-01-01

This article shares a teaching strategy for science teachers to use when supporting language development among English language learners. Students from other language backgrounds who are learning English need to learn both grade-level academic content and the language necessary to express scientific concepts. However, most science teachers are not…

A Case Study of Dual Language Program Administrators: The Teachers We Need

ERIC Educational Resources Information Center

Lachance, Joan R.

2017-01-01

In support of growing numbers of dual language programs nation-wide, dual language school administrators seek to find teachers who are specifically prepared to work with dual language learners for additive biliteracy. For this research the author utilized a case study design to explore practicing dual language administrators' perspectives…

Lessons in the Korean Language and Culture for Teachers of English as a Second Language.

ERIC Educational Resources Information Center

Kim, Chang Whan

This language text is designed to introduce the Korean language and culture to Peace Corps trainees and volunteers who will be teachers of English as a second language to Korean students. The disciplines of language training, cross-cultural training, and TESL are combined in a single volume into one integrated curriculum. The text contains 100…

Connections between Secondary Mathematics Teachers' Beliefs and Their Selection of Tasks for English Language Learners

ERIC Educational Resources Information Center

de Araujo, Zandra

2017-01-01

The tasks teachers select impact students' opportunities to learn mathematics and teachers' beliefs influence their choice of tasks. Through the qualitative analysis of surveys, interviews and classroom artefacts from three secondary mathematics teachers, this study examined teachers' selection of mathematics tasks for English language learners…

English Language Teacher Educators' Pedagogical Knowledge Base: The Macro and Micro Categories

ERIC Educational Resources Information Center

Moradkhani, Shahab; Akbari, Ramin; Samar, Reza Ghafar; Kiany, Gholam Reza

2013-01-01

The aim of this study was to determine the major categories of English language teacher educators' pedagogical knowledge base. To this end, semi-structured interviews were conducted with 5 teachers, teacher educators, and university professors (15 participants in total). The results of data analysis indicated that teacher educators' pedagogical…

Coping with Teacher Resistance: Insights from INSET Programmes.

ERIC Educational Resources Information Center

Saraswathi, V.

Inservice education for teachers of English as a Second Language in India is discussed, focusing on the problem of teacher resistance to change in teaching practice. First, the need for inservice teacher education in the Indian context is examined, noting that standards of both student and teacher English language proficiency have been declining.…

Teacher Education and Teacher Autonomy: Creating Spaces for Experimentation in Secondary School English Language Teaching

ERIC Educational Resources Information Center

Benson, Phil

2010-01-01

This article reports on a collective case study of four Hong Kong secondary school teachers' experiences of constraints on teacher autonomy in English language teaching, and their implications for teacher education. Findings suggested that the constraints were systemic and mainly organized around "Schemes of Work" and school-based…

Developing and Validating a Survey of Korean Early Childhood English Teachers' Knowledge

ERIC Educational Resources Information Center

Kim, Jung In

2015-01-01

The main purpose of this study is to develop and validate a valid measure of the early childhood (EC) English teacher knowledge. Through extensive literature review on second/foreign language (L2/FL) teacher knowledge, early childhood teacher knowledge and early childhood language teacher knowledge, and semi-structured interviews from current…

EFL Teachers' Beliefs/Practices Correspondence in Reading Instruction: Does Language Teacher Education Make a Difference?

ERIC Educational Resources Information Center

Karimi, Mohammad Nabi; Dehghani, Asieh

2016-01-01

The present study examined EFL teachers' theoretical orientations towards reading, their reading instructional practices and the correspondence between the theoretical orientations/practices. The study participants were 80 male and female Iranian EFL teachers teaching at a number of private English language institutes. Half of the teachers were…

Novice Teachers' Perspectives on Learning in Lesson Rehearsals in Second Language Teacher Preparation

ERIC Educational Resources Information Center

Troyan, Francis John; Peercy, Megan Madigan

2016-01-01

Although scholars working in core practices have put forth lesson rehearsals as central to novice teachers' learning and development, there is little work on how novice teachers experience rehearsals. This qualitative research investigated learning opportunities for novice teachers of language learners during rehearsals. The analysis examines two…

The Evolution of Teachers' Language Awareness

ERIC Educational Resources Information Center

Andrews, Stephen

2006-01-01

The paper focuses on the development of teacher thinking, specifically L2 teachers' subject-matter cognitions, i.e. their Teacher Language Awareness (TLA) (see e.g. Andrews 2001, 2003). The study examines the evolving TLA, as it relates to grammar, of three teachers, each a graduate with more than 10 years' experience of teaching English in Hong…

From Language Learner to Language Teacher

ERIC Educational Resources Information Center

Snow, Don

2007-01-01

Today, there are about four nonnative-speaking English teachers for every teacher who is a native speaker. More English teachers work in non-English-speaking settings than in English-speaking settings, and most are natives of the countries in which they teach. This volume focuses on the challenges faced by English teachers for whom English is a…

Arabic Language Teachers and Islamic Education Teachers' Awareness of Authentic Assessment in Jordan

ERIC Educational Resources Information Center

Al-Basheer, Akram; Ashraah, Mamdouh; Alsmadi, Rana

2015-01-01

This study aimed at investigating Islamic Education teachers' and Arabic Language teachers' perceptions of authentic assessment in Jordan, and exploring the effects of factors related to teachers' specialization, gender and years of experience on their understanding of the implications of this kind of assessment. In this mixed-method research, a…

In the Eyes of Turkish EFL Learners: What Makes an Effective Foreign Language Teacher?

ERIC Educational Resources Information Center

Çelik, Servet; Arikan, Arda; Caner, Mustafa

2013-01-01

Research on the qualities of successful teachers in Turkey indicates that students consider teacher effectiveness as the ability to ensure an environment in which positive student-teacher interaction can take place. However, further studies are needed to clarify students' perceptions of the qualities of effective foreign language teachers, in…

Leveraging Cultural Resources through Teacher Pedagogical Reasoning: Elementary Grade Teachers Analyze Second Language Learners' Science Problem Solving

ERIC Educational Resources Information Center

Buxton, Cory A.; Salinas, Alejandra; Mahotiere, Margarette; Lee, Okhee; Secada, Walter G.

2013-01-01

Grounded in teacher professional development addressing the intersection of student diversity and content area instruction, this study examined school teachers' pedagogical reasoning complexity as they reflected on their second language learners' science problem solving abilities using both home and school contexts. Teachers responded to interview…

Quantum Leap--A Teacher and a Consultant Exchange Jobs.

ERIC Educational Resources Information Center

Lier, Jacquie; Bufe, Bruce

1993-01-01

To gain appreciation for each others' perspectives, a Mississippi language arts consultant and a third-grade teacher from Iowa traded jobs for a year. As a consultant, the teacher found that classroom teachers were more interested in whole-language instruction practicalities than in theory. As a teacher, the consultant learned that classroom…

Enhancing literacy practices in science classrooms through a professional development program for Canadian minority-language teachers

NASA Astrophysics Data System (ADS)

Rivard, Léonard P.; Gueye, Ndeye R.

2016-05-01

Literacy in the Science Classroom Project was a three-year professional development (PD) program supporting minority-language secondary teachers' use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted in different classrooms. We also wanted to identify the challenges and enablers to implementing these literacy strategies and practices at the classroom, school, and district levels. Data collection involved both qualitative and quantitative methodologies: student questionnaires; interviews with teachers, principals, and mentor; and focus groups with students. The findings suggest that the program had an impact on beliefs and practices commensurate with the workshop participation of individual teachers. These language-enhanced teacher practices also had a positive impact on the use of talking, reading and writing by students in the science classroom. Finally, continuing PD support may be needed in certain jurisdictions for strengthening minority-language programs given the high teacher mobility in content-area classrooms evident in this study.

How Do Self-Efficacy, Contextual Variables and Stressors Affect Teacher Burnout in an EFL Context?

ERIC Educational Resources Information Center

Khani, Reza; Mirzaee, Alireza

2015-01-01

This study was an attempt to investigate the relationships among stressors, contextual variables, self-efficacy and teacher burnout in Iran as an EFL (English as a Foreign Language) context. A battery of questionnaires was administered to 216 English language teachers of private language institutes. Using Amos version 20, structural equation…

Exploring English-Language Teachers' Professional Development in Developing Countries: Cases from Syria and Pakistan

ERIC Educational Resources Information Center

Dayoub, Ruba; Bashiruddin, Ayesha

2012-01-01

This paper attempts to present the findings of a study carried out in Pakistan that explored English-language teachers' professional development in developing countries. The main guiding question for the study was: How do English-language teachers at secondary schools learn to teach and develop professionally in Syria and Pakistan? Two cases were…

The Perspectives of Students in the College of Basic Education on the Characteristics of Effective English Language Teachers

ERIC Educational Resources Information Center

Taqi, Hanan A.; Al-Nouh, Nowreyah A.; Akbar, Rahima S.

2014-01-01

This paper presents a research study designed to investigate the characteristics of effective teachers of English and the uniqueness of Teachers of English as a Foreign Language (EFL). The research is based on four general categories: English language proficiency, educational perception, organization and communication skills, social and emotional…

Exploring Language Teachers' Perceptions of Cyclical Presentation of Materials in an EFL Context: A Grounded Theory

ERIC Educational Resources Information Center

Ostovar-Namaghi, Seyyed Ali; Gholami, Maryam

2018-01-01

Numerous studies have verified the effect of cyclical presentation of materials on learners' language proficiency and achievement. However, there is a dearth of research exploring language teachers' perceptions of cyclical approach. Since teachers' perceptions may catalyze or nullify the effect of this approach, this study aims at exploring…

Teachers' Opinions about the Use of Body Language

ERIC Educational Resources Information Center

Benzer, Ahmet

2012-01-01

Effective communication occurs with non-verbal and verbal tools. In this study the body language as non-verbal communication tool is taken to be examined, and teachers' opinions about the use and importance of body language in education are surveyed. Eight open-ended questions are asked to 100 teachers. As a result, it is shown that teachers…

Teachers' Conceptions of Motivation and Motivating Practices in Second-Language Learning: A Self-Determination Theory Perspective

ERIC Educational Resources Information Center

Muñoz, Ana; Ramirez, Marta

2015-01-01

Based on self-determination theory, we conducted an exploratory study aimed at identifying teachers' beliefs about motivation and motivating practices in second-language teaching at a private language center in Medellin, Colombia. To gather data, 65 teachers were surveyed; from this initial group, 11 were interviewed and observed in class during…

Two Languages in the Air: A Cross-Cultural Comparison of Preschool Teachers' Reflections on Their Flexible Bilingual Practices

ERIC Educational Resources Information Center

Palviainen, Åsa; Protassova, Ekaterina; Mård-Miettinen, Karita; Schwartz, Mila

2016-01-01

Bilingual preschool education is under researched compared with bilingual school education. There is also a lack of research on bilingual preschool teachers' agency and how they negotiate between two languages in the classroom. We examined the language practices of five bilingual preschool teachers working within three different socio-linguistic…

English Language Teachers and Technology Education = Ingilizce Ögretmenleri ve Teknoloji

ERIC Educational Resources Information Center

Basal, Ahmet

2015-01-01

Today, the rapid advances in technology have been drastically changing and shaping the way humans live.In line with these developments, the use of technology in education has been on the increase and language education is no exception. Therefore, the expectations from language teachers have been changing. As expected from all teachers of other…

Training Teachers of Language and Culture. Language Australia Research Policy and Practice Papers.

ERIC Educational Resources Information Center

Lo Bianco, Joseph

This booklet posits that language teacher education is an important component of nation building in a multilingual community. Communication is a crucial component of nation building, and teachers play a key role in the creation, renewal, and re-negotiation of the nation and its bonds, the state and its resources. This booklet discusses the…

The Relationship between English Foreign Language Teachers' Willingness with Post-Method Pedagogy and Their Teaching Effectiveness

ERIC Educational Resources Information Center

Khodabakhshzadeh, Hossein; Arabi, Mahdi; Samadi, Farideh

2018-01-01

The main purpose of this study is to investigate the relationship between English Foreign Language (EFL) teachers' willingness and conformity with post-method pedagogy and their teaching effectiveness. The participants comprised 134 EFL teachers teaching and 487 EFL learners studying at different language institutes in several cities of Iran.…

Working with Second Language Learners: Answers to Teachers' Top Ten Questions.

ERIC Educational Resources Information Center

Cary, Stephen

This book aims to provide practical, research-informed answers to the questions most frequently asked by teachers of second language learners. Every question targets one of the key instructional issues teachers must address to ensure success for their second language students. Included among the questions are: How do I assess a student's English?…

The Relationship between Postsecondary Foreign Language Teachers' Beliefs in Student-Centeredness and Their Educational Technology Practices

ERIC Educational Resources Information Center

Qasem, Ra'ed F.

2010-01-01

Though there is evidence that postsecondary foreign language (FL) teachers have not maximized computer technology for language teaching and learning, there is a lack of studies that attempt to uncover reasons for this underutilization. Research in other disciplines within general education suggested that teachers' beliefs in student-centeredness…

SCDC Spanish Curricula Units. Language Arts, Unit 6, Grade 2, Teacher's Guide.

ERIC Educational Resources Information Center

Spanish Curricula Development Center, Miami Beach, FL.

Language arts instructional and assessment activities for grade two are described in this teacher's guide to the language arts strand of unit six. Focus, objective and materials for each activity are given in English and Spanish, with teacher instructions only in Spanish. This strand includes a continuation of the basic activities of past units:…

Empowering Non-Licensed-in-English Language Teachers to Construct Professional Knowledge in Their Actual and Imagined Communities of Practice

ERIC Educational Resources Information Center

Aguirre-Garzón, Edgar Augusto; Castañeda-Peña, Harold Andrés

2017-01-01

Research has accumulated important knowledge over recent decades on how licensed language teachers develop and learn from cognitive and socio-cultural stances. Yet, relatively little evidence exists on how non-licensed-in-English language teachers (NLELTs) grow professionally in their communities. Similarly, few studies have yet investigated the…

Design and Construction of Computer-Assisted Instructional Material: A Handbook for Reading/Language Arts Teachers.

ERIC Educational Resources Information Center

Balajthy, Ernest

Intended for reading and language arts teachers at all educational levels, this guide presents information to be used by teachers in constructing their own computer assisted educational software using the BASIC programming language and Apple computers. Part 1 provides an overview of the components of traditional tutorial and drill-and-practice…

Enhancing Literacy Practices in Science Classrooms through a Professional Development Program for Canadian Minority-Language Teachers

ERIC Educational Resources Information Center

Rivard, Léonard P.; Gueye, Ndeye R.

2016-01-01

'Literacy in the Science Classroom Project" was a three-year professional development (PD) program supporting minority-language secondary teachers' use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted…

Pre-Service Teachers' Uses of and Barriers from Adopting Computer-Assisted Language Learning (CALL) Programs

ERIC Educational Resources Information Center

Samani, Ebrahim; Baki, Roselan; Razali, Abu Bakar

2014-01-01

Success in implementation of computer-assisted language learning (CALL) programs depends on the teachers' understanding of the roles of CALL programs in education. Consequently, it is also important to understand the barriers teachers face in the use of computer-assisted language learning (CALL) programs. The current study was conducted on 14…

Colloquium on Teacher Preparation for Elementary School Foreign Language Programs: Proceedings (New York, New York, October 1993).

ERIC Educational Resources Information Center

Duncan, Greg, Ed.

Proceedings of a 1993 colloquium on the training of elementary school language teachers include a number of presentations and summaries of discussion. Papers include: "Framework for Discussion" (Carol Ann Pesola); "What Are the Current Trends in U.S. Teacher Preparation?" (Janet Towslee); "Why Foreign Language Standards?:…

Redefining Professional Identity: The Voice of a Language Teacher in a Context of Collaborative Learning

ERIC Educational Resources Information Center

Pinho, Ana Sofia; Andrade, Ana Isabel

2015-01-01

Following a narrative and biographic approach, in this study, we present the case of an in-service language teacher and her professional learning trajectory in the context of the project "Languages and education: constructing and sharing training". This project aimed at the construction of a collaborative teacher education context for…

Assessment Literacy of Foreign Language Teachers: Findings of a European Study

ERIC Educational Resources Information Center

Vogt, Karin; Tsagari, Dina

2014-01-01

Training of pre- and in-service teachers constitutes one of the most important aspects in the quality assurance of language testing and assessment (LTA). For instance, foreign language (FL) teachers have to deal with standardised tests as well as their own classroom-based assessment procedures. This means they need the necessary expertise that can…

Turkish and English Language Teacher Candidates' Perceived Computer Self-Efficacy and Attitudes toward Computer

ERIC Educational Resources Information Center

Adalier, Ahmet

2012-01-01

The aim of this study is to reveal the relation between the Turkish and English language teacher candidates' social demographic characteristics and their perceived computer self-efficacy and attitudes toward computer. The population of the study consists of the teacher candidates in the Turkish and English language departments at the universities…

Iowa FLES Newsletter, 1985-1995. A Newsletter for Teachers of Foreign Language in the Elementary School.

ERIC Educational Resources Information Center

Rosenbush, Marcia H., Ed.

1995-01-01

The first ten years (30 issues) of the newsletter for Iowa teachers of foreign language in the elementary school (FLES) contain a variety of articles on both curricular and extracurricular FLES programs and teaching. Topics addressed include: teacher certification; summer language camps; multicultural education and cultural awareness; program…

A Proposed Pedagogical Approach for Preparing Teacher Candidates to Incorporate Academic Language in Mathematics Classrooms

ERIC Educational Resources Information Center

Lim, Woong; Stallings, Lynn; Kim, Dong Joong

2015-01-01

The purpose of this article is to present issues related to prioritizing academic language in teaching performance assessments and to propose a pedagogical approach that prepares middle grades mathematics teacher candidates to teach academic language. Based on our experience with teacher candidates and our knowledge of edTPA standards involving…

Classroom Conversation Analysis and Critical Reflective Practice: Self-Evaluation of Teacher Talk Framework in Focus

ERIC Educational Resources Information Center

Ghafarpour, Hajar

2017-01-01

The uniqueness of the Language Classroom and its complexity raises a need for foreign language teachers to develop necessary skills and knowledge to observe, analyse and evaluate their classroom discourse. Hence, interactional awareness of language teachers is an integral part of pedagogical and practical knowledge. In this article, the…

The Role of Teaching Experience in Language Teachers' Perceptions of a Top-Down Curriculum Change

ERIC Educational Resources Information Center

Rahimi, Mehrak; Alavi, Jalil

2017-01-01

The current study aimed to investigate the role of teaching experience in language teachers' perceptions of a top-down curriculum change. One hundred twenty-seven language teachers who have been experiencing the change for three years participated in the study. Their perceptions of change were quantitatively assessed by perceptions of change…

The Relationship between SLA Research and Language Pedagogy: Teachers' Perspectives

ERIC Educational Resources Information Center

Nassaji, Hossein

2012-01-01

There is currently a substantial body of research on second language (L2) learning and this body of knowledge is constantly growing. There are also many attempts in most teacher education programs around the world to inform practicing and prospective L2 teachers about second language acquisition (SLA) research and its findings. However, an…

Exploring the Fluid Online Identities of Language Teachers and Adolescent Language Learners

ERIC Educational Resources Information Center

del Rosal, Karla; Conry, Jillian; Wu, Sumei

2017-01-01

Due to demographic changes, there is a growing number of adolescent students who learn in classrooms in which their teacher and peers come from cultural and linguistic backgrounds that are different from theirs. In these diverse classrooms, teachers need to be able to facilitate language learning spaces that are welcoming for all children,…

Turkish EFL Teachers' Perceptions and Practices of Foreign Language Assessment in Primary Education

ERIC Educational Resources Information Center

Kirkgoz, Yasemin; Babanoglu, Muzaffer Pinar; Agçam, Reyhan

2017-01-01

The present study aimed to investigate perceptions of EFL teachers working at state primary schools on core language skills, assessment types and question types used in assessing student's foreign language development and proficiency during an academic year. Data were gathered from 56 EFL teachers working at 42 primary state schools in Turkey…

An Exploration of English Language Learners Reading Proficiency Assessment, the Texas English Language Proficiency Assessment System, as Perceived by Teachers

ERIC Educational Resources Information Center

Moreno-Hewitt, Andrea

2015-01-01

This qualitative phenomenological research study used narrative inquiry to explore teachers' perceptions of their students' reading proficiency as demonstrated on the Texas English Language Proficiency Assessment System's reading test. Ten teachers participated in the study, and responses pertaining to their perceptions of reading instruction and…

Video as a Professional Development Tool to Support Novice Teachers as They Learn to Teach English Language Learners

ERIC Educational Resources Information Center

Estapa, Anne; Pinnow, Rachel J.; Chval, Kathryn B.

2016-01-01

This two-year study investigated how an innovative video tool enhanced novice-teacher noticing abilities and instructional practice in relation to teaching mathematics to English language learners in third grade classrooms. Specifically, teachers viewed videos of their mathematics lessons that were filmed by Latino English language learners who…

Can a Successful ESL Teacher Hold Deficit Beliefs of Her Students' Home Languages and Cultures?

ERIC Educational Resources Information Center

Hertzog, Lisa

2011-01-01

In this article the author explores the seeming contradictions between the successful teaching practices of an English as a Second Language teacher and the deficit beliefs she expressed toward her students' home languages and cultures. This teacher believed her students were smart and capable, and she held herself accountable for her students…

Pre-Service English Language Teachers' Perceptions of Computer Self-Efficacy and General Self-Efficacy

ERIC Educational Resources Information Center

Topkaya, Ece Zehir

2010-01-01

The primary aim of this study is to investigate pre-service English language teachers' perceptions of computer self-efficacy in relation to different variables. Secondarily, the study also explores the relationship between pre-service English language teachers' perceptions of computer self-efficacy and their perceptions of general self-efficacy.…

French Second Language Teacher Education and Continuing Professional Development in Canada: The Roles of Smaller Universities and Related Institutions.

ERIC Educational Resources Information Center

Heffernan, Peter J.

1991-01-01

Discusses teacher shortages in French language instruction areas in Canada, both core and immersion; the rationalization of programs; staffing and financial support among Alberta's tertiary education; language teacher preparation; and continuing professional development. Suggestions are made as to how a smaller university can better fulfill its…

Preparing Teachers for Success with English Language Learners: Challenges and Opportunities for University TESOL Educators

ERIC Educational Resources Information Center

Peter, Lizette; Markham, Paul; Frey, Bruce B.

2012-01-01

This study investigates the role that a socioculturally grounded university English to Speakers of Other Languages (ESOL) program played in shaping teachers' work with English Language Learners (ELLs). Subjects were a group of teachers at "Wheatland Elementary School," a newly designated ESOL site for a school district in Kansas. From an…

Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher's Journey Through Reflections on Classroom Practice

NASA Astrophysics Data System (ADS)

Capitelli, Sarah; Hooper, Paula; Rankin, Lynn; Austin, Marilyn; Caven, Gennifer

2016-04-01

This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher's reflections on her teaching and her students' learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development.

An Understanding of the Role of Socio-Cultural Learning: Using the Past To Maximize Potential for Future Academic Success.

ERIC Educational Resources Information Center

Wallace, Beverly A.

This paper examines the plight of the child with a learning disability who enters a classroom to hear only a foreign language, to misunderstand the accompanying nonverbal signals, and to see only alien symbols written on the board. This child with a learning disability will have difficulty in the classroom unless the teacher applies the basic…

Trials and Tribulations of SLA Framework in Designing Arabic Courses for Speakers of Other Languages

ERIC Educational Resources Information Center

Gabsi, Zouhir; Patel, Fay; Hamad, Ahmed

2015-01-01

There is a consensus among language teachers and researchers that language course design is always a work in progress. This is influenced by variables such as the type of language being taught and whether the teaching of this language has been researched. Arabic is one the languages that have created a perennial debate among its teachers about the…

Language Use in Kindergarten Science Lessons: Language Production and Academic Language during a Video Feedback Coaching Intervention in Kindergarten Science Lessons

ERIC Educational Resources Information Center

Menninga, Astrid; van Dijk, Marijn; Wetzels, Annemie; Steenbeek, Henderien; van Geert, Paul

2017-01-01

This paper aims to gain insight into language production and academic language of 4- and 5-year-old students and their teachers in the course of a teacher intervention during kindergarten science education. The study is based on videotaped classroom observations, and specifically focuses on the academic language use of students (N[subscript…

Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy.

PubMed

Binks-Cantrell, Emily; Joshi, R Malatesha; Washburn, Erin K

2012-10-01

Recent national reports have stressed the importance of teacher knowledge in teaching reading. However, in the past, teachers' knowledge of language and literacy constructs has typically been assessed with instruments that are not fully tested for validity. In the present study, an instrument was developed; and its reliability, item difficulty, and item discrimination were computed and examined to identify model fit by applying exploratory factor analysis. Such analyses showed that the instrument demonstrated adequate estimates of reliability in assessing teachers' knowledge of language constructs. The implications for professional development of in-service teachers as well as preservice teacher education are also discussed.

Who Is Qualified to Teach American Sign Language?

ERIC Educational Resources Information Center

Kanda, Jan; Fleischer, Larry

1988-01-01

Teachers of American Sign Language (ASL) can no longer qualify just by being able to sign well or by being deaf. ASL teachers must respect the language and its history, feel comfortable interacting with the deaf community, have completed formal study of language and pedagogy, be familiar with second-language teaching, and engage in personal and…

Native Language Teachers in a Struggle for Language and Cultural Survival

ERIC Educational Resources Information Center

Suina, Joseph H.

2004-01-01

Language shift among New Mexico Pueblo Indians threatens the loss of their oral-based cultures. Language revival for many Pueblos has resulted in school programs in which students are easily accessible and teachers are accountable to tribes rather than the state. Finding "Pueblo space" for the Native language in school, where it was…

Language, the Learner and the School. Penguin Papers in Education.

ERIC Educational Resources Information Center

Barnes, Douglas

This book is concerned with language as it is used by the teacher, as it affects the learner, and as it can function to integrate the curriculum. Douglas Barnes, in "Language in the Secondary Classroom," discusses the student-teacher language interaction in 12 sample lessons, and analyzes the importance upon student learning of the languages used…

Assessing the Language Proficiency of Second Language Teachers: An LSP Approach to Test Design.

ERIC Educational Resources Information Center

Elder, Catherine

This paper describes a language-for-specific-purposes test development project designed to assess both general language proficiency and classroom communicative competence for the purpose of accrediting teachers of Italian as a second/foreign language. A rationale for test design is presented that draws in a review of the second language…

An Exploration of English Language Teachers' Perceptions of Culture Teaching and Its Effects on Students' Motivation

ERIC Educational Resources Information Center

Yesil, Seyma; Demiröz, Hakan

2017-01-01

As the seamless connection between language and culture is commensurate with related research carried on language and culture; language is greatly affected and structured by cultural values, attitudes and beliefs. The goal of the present study is to investigate and analyse English language teachers' perceptions and opinions about the integration…

Interrogating Your Wisdom of Practice to Improve Classroom Practices

ERIC Educational Resources Information Center

Chappell, Philip

2017-01-01

This article presents a heuristic for language teachers to articulate and explore their fundamental theories of and philosophical stances towards language, language learning, and language teaching. It includes tools with which teachers can interrogate those theories, weighing them up against their actual classroom practices. Through presenting…

In Our Learners' Shoes. A Language Teacher's Reflections on Language Learning.

ERIC Educational Resources Information Center

Cervi, David A.

1989-01-01

A language teacher's Japanese-language learning experiences in educational and immersion environments lead to assertions about the ineffectiveness of exclusive use of traditional instructional methodologies; exclusive dependence on osmosis for developing fluency; instructional materials that students perceive as beneath them; and assumptions that…

Understanding Legitimate Teacher Authority in a Cross-Cultural Teaching Context: Pre-Service Chinese Language Teachers Undertaking Teaching Practicum in International Schools in Hong Kong

ERIC Educational Resources Information Center

Lai, Chun; Gu, Mingyue; Hu, Jingjing

2015-01-01

Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in cross-cultural teaching contexts. By interviewing 18 pre-service Chinese language teachers on their understanding of legitimate teacher authority throughout teaching practicum at international schools…

Strangers and Professionals: Positioning Discourse in ESL Teachers' Work

ERIC Educational Resources Information Center

Haneda, Mari; Nespor, Jan

2013-01-01

English Language Learners (ELLs) usually spend most of the school day with regular classroom teachers. The ability of English-as-a-second-language (ESL) teachers to help these students, then, depends in part on their ability to influence how the classroom teachers think of ELL students and ESL itself. One way ESL teachers do this is through…

Facilitating Participation: Teacher Roles in a Multiuser Virtual Learning Environment

ERIC Educational Resources Information Center

Wang, Airong

2015-01-01

This paper reports on a task-based language teaching course in Second Life. The data set consists of transcribed recordings and a teacher interview. Focusing on how the teacher facilitated student participation, this paper aims to explore the discourse functions in the teacher language output and then to address the teacher roles in three…

Closing the Classroom Door and the Achievement Gap: Teach for America Alumni Teachers' Appropriation of Arizona Language Policy

ERIC Educational Resources Information Center

Heineke, Amy J.; Cameron, Quanna

2013-01-01

This qualitative study explored Teach for America (TFA) alumni teachers' discourse on Arizona language policy, conducted with eight teachers in the Phoenix metropolitan area who received their professional teacher preparation from TFA, a national organization that uses alternative paths to certification to place teachers in low-income schools.…

Teachers' English Communication Skills: Using IELTS to Measure Competence of Graduates from a Singaporean Teacher Education Program

ERIC Educational Resources Information Center

Low, Ee-Ling; Chong, Sylvia; Ellis, Mary

2014-01-01

Possessing strong communication skills is essential in contributing to effective teaching. This paper investigates graduating student teachers' English language proficiency, as measured by IELTS tests scores, of graduating EL student teachers. The paper considers what teachers need to know about the English language given that English has been the…

Initiating an Action Research Programme for University EFL Teachers: Early Experiences and Responses

ERIC Educational Resources Information Center

Burns, Anne; Westmacott, Anne; Ferrer, Antonieta Hidalgo

2016-01-01

Accounts of how teacher educators begin to plan, develop, and support action research programmes for language teachers are rare, as are descriptions of the responses of the teachers who participate. This article documents and analyses the initial processes of introducing and supporting a new programme of action research for language teachers at…

Teacher Training in a Synchronous Cyber Face-to-Face Classroom: Characterizing and Supporting the Online Teachers' Learning Process

ERIC Educational Resources Information Center

Wang, Yuping; Chen, Nian-Shing; Levy, Mike

2010-01-01

This article discusses the learning process undertaken by language teachers in a cyber face-to-face teacher training program. Eight tertiary Chinese language teachers attended a 12-week training program conducted in an online synchronous learning environment characterized by multimedia-based, oral and visual interaction. The term "cyber…

Democratic Values and Teacher Self-Efficacy Perceptions: A Case of Pre-Service English Language Teachers in Turkey

ERIC Educational Resources Information Center

Topkaya, Ece Zehir; Yavu, Aysun

2011-01-01

This study investigated democratic values of pre-service English language teachers in relation to their teacher self-efficacy perceptions in a Turkish context. It also examined the possible relationships between gender, grade and democratic values and self-efficacy perceptions. A questionnaire survey was conducted with 294 pre-service teachers.…

Teachers' Voices: Teachers' Reflections on Learning and Teaching through the Medium of English as an Additional Language in South Africa.

ERIC Educational Resources Information Center

Probyn, Margaret

2001-01-01

Explores perceptions and practice of teachers teaching through English as an additional language (EAL) in township schools in South Africa. Lessons of five excellent teachers teaching mathematics, accounting, science, business economics, and history through EAL were videotaped, and teachers were interviewed about their perceptions of teaching…

Teacher Intervention to Support Oral Language and Literacy in Dramatic Play Contexts

ERIC Educational Resources Information Center

Peterson, Shelley Stagg; Greenberg, Janice

2017-01-01

A speech-language pathologist and former primary teacher who is now a researcher conducting action research with kindergarten teachers in northern rural Canadian classrooms collaborate in an analysis of one teacher's interactions with her students in a dramatic play center. We use three principles to show how the teacher supports children's…

Implementing the ESL Standards for Pre-K-12 Students through Teacher Education.

ERIC Educational Resources Information Center

Snow, Marguerite Ann, Ed.

Written by English-as-a-Second-Language (ESL) teachers and teacher educators who played key roles in the Teachers of English to Speakers of Other Languages' (TESOL) Standards and Assessment Project, this book is designed for preservice teachers in credential/licensure programs and master's programs at American universities and for practicing ESL…

Language Teacher Educators' Pedagogical Knowledge: Validating a Proposed Model

ERIC Educational Resources Information Center

Moradkhani, Shahab

2017-01-01

The aim of the current study was twofold: identifying the constituent components of language teacher educators' pedagogical knowledge, and investigating possible differences among teachers, teacher educators, and university professors' opinions about these components. Data were collected from 436 participants using a questionnaire. The results of…

And Who Assesses the Bilingual Teacher's Language Proficiency?

ERIC Educational Resources Information Center

Carlisle-Zepeda, Veronica; Saldate, Macario, IV

1978-01-01

Describes the rationale and design of the Zepeda/Saldate Spanish Language Proficiency Exam developed at the University of Arizona for use in evaluating the language proficiency of applicants for bilingual/bicultural teacher education programs. (JG)

Analysis of Design and Delivery of Critical Incident Workshops for Elementary School English as a Foreign Language Teachers in Community of Practice

ERIC Educational Resources Information Center

Chien, Chin-Wen

2018-01-01

Language teachers can uncover new understanding of the teaching and learning process through reflecting on critical incidents [Richard, J.C., and T.S.C. Farrell. 2005. "Professional Development for Language Teachers." New York, NY: Cambridge University Press]. Based on the data analysis of workshop handouts, observation notes, and…

The Impact of Disciplinary Background and Teaching Experience on the Use of Evaluative Language in Teacher Feedback

ERIC Educational Resources Information Center

Hu, Guangwei; Choo, Lilin

2016-01-01

This study was designed to examine secondary teachers' use of evaluative language resources in their qualitative written feedback on student work and factors shaping the deployment of such resources. Drawing on appraisal theory as an analytic framework for the language of evaluation, the study analyzed 84 teachers' evaluative reports on their…

The Cultural and Intercultural Identities of Transnational English Teachers: Two Case Studies from the Americas

ERIC Educational Resources Information Center

Menard-Warwick, Julia

2008-01-01

This article presents case studies of two long-time English language teachers: a California English as a second language instructor originally from Brazil, and a Chilean English as a foreign language teacher who worked for many years in the United States before returning home. Based on interview and classroom observation data, this research…

When the Native Is Also a Non-Native: "Retrodicting" the Complexity of Language Teacher Cognition

ERIC Educational Resources Information Center

Aslan, Erhan

2015-01-01

The impact of native (NS) and non-native speaker (NNS) identities on second or foreign language teachers' cognition and practices in the classroom has mainly been investigated in ESL/EFL contexts. Using complexity theory as a framework, this case study attempts to fill the gap in the literature by presenting a foreign language teacher in the…

Turkish Language Teachers' Stance Taking Movements in the Discourse on Globalization and Language

ERIC Educational Resources Information Center

Coskun, Ibrahim

2013-01-01

This study investigates how Turkish teachers take and give stances in the discourse on globalization and language by using linguistic resources. According to the findings obtained through the discourse analysis of the corpus that consisted of 36 h of recording of the discussion among 4 teachers with 5 to 10 years of teaching experience, the…

An Examination of Language Teachers' Enactment of Curriculum Materials in the Context of a Centralised Curriculum

ERIC Educational Resources Information Center

Li, Zhan; Harfitt, Gary James

2017-01-01

This paper examines a ubiquitous yet under-studied area of language pedagogy, namely materials usage. It explores teachers' enactment of curriculum materials by focusing on English language education (ELE) teachers' use of prescribed textbooks to plan and deliver lessons at the tertiary level in Mainland China. A qualitative multi-case study…

"Nobody Told Me They Didn't Speak English!": Teacher Language Views and Student Linguistic Repertoires in Hutterite Colony Schools in Canada

ERIC Educational Resources Information Center

Sterzuk, Andrea; Nelson, Cynthia A.

2016-01-01

This article presents a qualitative study of five monolingual teachers' understandings of the linguistic repertoires of their multilingual students. These teachers deliver the Saskatchewan provincial curricula in English to Hutterite colony students who are users of three languages: (a) spoken Hutterisch as a home and community language, (b)…

A Critical Discourse Analysis of the Reasons Underlying Arab Student-Teachers' Inadequate English Language Proficiency

ERIC Educational Resources Information Center

Al-Issa, Ali S. M.; Al-Bulushi, Ali Hussain; Al-Zadjali, Rima Mansoor

2017-01-01

Despite the emphasis laid on demonstrating English language proficiency by Non-Native English Speaking Teachers (NNESTs), research has shown that for various reasons English language teachers graduating from a state-owned university in an Arab country for the past 25 years or so have been found lacking communication skills due to reasons pertinent…

Managing the Foreign Language Classroom: Reflections from the Preservice Field and Beyond

ERIC Educational Resources Information Center

Evans, Elizabeth Julie

2012-01-01

Each day, foreign language teachers are faced with issues that render the control of the K-12 classroom challenging, at best, and virtually impossible at worst. Even preservice foreign language teachers, those going through a teacher education program towards K-12 licensure, understand that no content can be taught or learned if there is mayhem in…

You Just Want to Be Like that Teacher: Modelling and Intercultural Competence in Young Language Learners

ERIC Educational Resources Information Center

Moloney, Robyn

2008-01-01

Language teachers are called upon to understand both the nature of students' intercultural competence and their own role in its development. Limited research attention has been paid to the relationship between the types of behaviour that language teachers model and the intercultural competence their students acquire. This article reports on a case…

Marginalizing English as a Second Language Teacher Expertise: The Exclusionary Consequence of "No Child Left Behind"

ERIC Educational Resources Information Center

Harper, Candace A.; de Jong, Ester J.; Platt, Elizabeth J.

2008-01-01

"No Child Left Behind" (NCLB, 2001) fails to recognize English as a second language (ESL) as a specialized academic discipline in which teachers should be "highly qualified." In this paper we examine the impact of this policy failure on the practice of teachers of K-12 English language learners (ELLs), particularly in the…

ESL and Content Area Teacher Responses to Discussions on English Language Learner Instruction

ERIC Educational Resources Information Center

Pawan, Faridah; Craig, Daniel A.

2011-01-01

The current study compares the responses and statements of English as a second language (ESL) and content area teachers in discussions about the instruction of English language learners (ELLs). A study on how these two sets of teachers understand the field is important because commonalities and differences in their opinions may have an impact on…

Integrating Academic Language into Content Methodology: Supporting Math and Science Teacher Candidates to Meet Students' Language Needs

ERIC Educational Resources Information Center

Freking, Frederick; Park, Jaime; Francois, Annamarie

2015-01-01

This article describes how a teacher-education program (TEP), whose mission is to improve schooling for linguistically diverse students, develops its' teacher candidate's critical dispositions and pedagogy related to academic-language (AL) development and how candidate performance on PACT can help TEPs better assess and improve how AL…

Validation and Application of the Constructivist Learning Environment Survey in English Language Teacher Education Classrooms in Iran

ERIC Educational Resources Information Center

Ebrahimi, Nabi. A.

2015-01-01

This article reports the validation and application of an English language teacher education (LTE) version of the Constructivist Learning Environment Survey (CLES). The instrument, called the CLES-LTE, was field tested with a sample of 622 Iranian English language student teachers in 28 classes. When principal components analysis led to the…

Examining EFL Teachers' Technological Pedagogical Content Knowledge and the Adoption of Mobile-Assisted Language Learning: A Partial Least Square Approach

ERIC Educational Resources Information Center

Hsu, Liwei

2016-01-01

This study examines EFL (English as a foreign Language) teachers' technological pedagogical content knowledge (TPACK) and how such knowledge affects the adoption of mobile-assisted language learning (MALL). A total of 158 in-service Taiwanese English teachers were surveyed. Two frameworks were employed to examine latent constructs: TPACK and the…

Teachers' Support in Using Computers for Developing Students' Listening and Speaking Skills in Pre-Sessional English Courses

ERIC Educational Resources Information Center

Zou, Bin

2013-01-01

Many computer-assisted language learning (CALL) studies have found that teacher direction can help learners develop language skills at their own pace on computers. However, many teachers still do not know how to provide support for students to use computers to reinforce the development of their language skills. Hence, more examples of CALL…

Exploring Taiwanese Preservice Teachers' Identity Construction in the Context of Service-Learning: Conflict and Development

ERIC Educational Resources Information Center

Tseng, Ming-i Lydia

2017-01-01

Language teacher identity (LTI) has gained prominence in second language education in the recent two decades, particularly the complexity of identity construction in the changing context shaped by local and global forces. This study adds to recent work on LTI by exploring how Asian teachers of English as a foreign language (EFL) constructed their…

An Evaluation on English Language Education Process in Turkey from the Viewpoints of University Preparatory School Students

ERIC Educational Resources Information Center

Dincer, Ali; Takkac, Mehmet; Akahn, Suna

2010-01-01

Many studies on effective language teaching process draw attention to the importance of teacher roles in this process, and give advice teachers to have prior knowledge about what their students know before beginning the instruction. This study is intended to draw an effective English language teacher profile by taking into consideration first year…

Measuring the Variables and Testing the Outcomes. The ACTFL Foreign Language Education Series, Vol. 10.

ERIC Educational Resources Information Center

Valette, Rebecca M.; Linder, Cathy

Current developments in the field of language testing are synthesized with emphasis on their practical application in the classroom. The main areas of concern are: (1) the role of testing in the schools; (2) identifying and measuring teacher and student variables, such as, language proficiency of teachers; teacher effectiveness in the classroom;…

Washback Effects of a High-Stakes Exam on Lower Secondary School English Teachers' Practices in the Classroom

ERIC Educational Resources Information Center

Kilickaya, Ferit

2016-01-01

The aim of the article is to investigate the effects of the foreign language section of TEOG (Transition Examination from Primary to Secondary Education) on language teacher practices in the classroom. The participants of the study include 30 English language teachers working at lower secondary schools in Turkey. The results of the study indicate…

Learning about Literacy outside the Classroom: Pre-Service Teachers Reflect on Learning a Second Language through Cultural Immersion

ERIC Educational Resources Information Center

Gutierrez, A. Renee; Hunter, Cheryl A.

2012-01-01

This qualitative case study examined the perceived impact of immersion language study for pre-service teachers. The focus of the case was a month-long exploratory language and cultural immersion project in Costa Rica. The guiding questions were: what knowledge of teaching literacy do pre-service teachers reflect upon during a linguistic and…

Critical Media Analysis in Teacher Education: Exploring Language-Learners' Identity through Mediated Images of a Non-Native Speaker of English

ERIC Educational Resources Information Center

Chamberlin-Quinlisk, Carla

2012-01-01

Media literacy education has become increasingly present in curricular initiatives around the world as media saturate our cultural environments. For second-language teachers and teacher educators whose practice centers on language, communication, and culture, the need to address media as a pedagogical site of critique is imperative. In this…

Developing a Technological Pedagogical Content Knowledge (TPACK) Assessment for Preservice Teachers Learning to Teach English as a Foreign Language

ERIC Educational Resources Information Center

Baser, Derya; Kopcha, Theodore J.; Ozden, M. Yasar

2016-01-01

This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that…

The missing foundation in teacher education: Knowledge of the structure of spoken and written language.

PubMed

Moats, L C

1994-01-01

Reading research supports the necessity for directly teaching concepts about linguistic structure to beginning readers and to students with reading and spelling difficulties. In this study, experienced teachers of reading, language arts, and special education were tested to determine if they have the requisite awareness of language elements (e.g., phonemes, morphemes) and of how these elements are represented in writing (e.g., knowledge of sound-symbol correspondences). The results were surprisingly poor, indicating that even motivated and experienced teachers typically understand too little about spoken and written language structure to be able to provide sufficient instruction in these areas. The utility of language structure knowledge for instructional planning, for assessment of student progress, and for remediation of literacy problems is discussed.The teachers participating in the study subsequently took a course focusing on phonemic awareness training, spoken-written language relationships, and careful analysis of spelling and reading behavior in children. At the end of the course, the teachers judged this information to be essential for teaching and advised that it become a prerequisite for certification. Recommendations for requirements and content of teacher education programs are presented.

Developing Oral Language Skills in Middle School English Learners

ERIC Educational Resources Information Center

Fisher, Douglas; Frey, Nancy

2018-01-01

Oral language development can help English learners develop academic proficiency with the English language. In this investigation, at one middle school, teachers focused on improving oral language skills. Using a formative experiment process, the teachers developed an intervention to accomplish their pedagogical goal and then tracked data to see…

Japan Association of Language Teachers Journal (JALT). 1982-1984.

ERIC Educational Resources Information Center

Japan Association of Language Teaching Journal, 1982

1982-01-01

This compilation of four issues of the Japan Association of Language Teachers Journal (JALT) covers the years 1982-1984. The four issues contain a total of 21 articles, as follows: "Communicative Needs in Foreign Language Learning" (Jack C. Richards); "Language Proficiency Interview Testing" (David J. Keitges);…

Teaching a Foreign Language: One Teacher's Practical Theory

ERIC Educational Resources Information Center

Mangubhai, Francis; Marland, Perce; Dashwood, Ann; Son, Jeong-Bae

2004-01-01

In recent decades, teachers of second languages in many countries, including Australia, have been encouraged to use an approach known as communicative language teaching (CLT). This approach advocates the development of communicative competence as a primary goal through the extensive use of the second language as a means of communication during…

Language Ability of Students with Emotional Disturbance: Discrepancies between Teacher Ratings and Direct Assessment

ERIC Educational Resources Information Center

Chow, Jason C.; Hollo, Alexandra

2018-01-01

Language impairment often goes unidentified in students with behavioral disorders, perhaps in part because different forms of problem behavior deflect adult attention from more subtle language deficits. Therefore, attention to teachers' perception of students' language and behavioral performance is merited. The present study examines agreement…

The Videocassette Challenge: Strategies for the Foreign Language Teacher.

ERIC Educational Resources Information Center

Mount, Richard Terry; And Others

Foreign language teachers can tap the appeal of video successfully and enjoyably in the foreign language classroom. Potential difficulties include length of feature films and difficulty in understanding the language and story simultaneously. The instructor must select materials and equipment carefully and commit considerable time and energy to…

Computer-Assisted Language Learning: Current Programs and Projects. ERIC Digest.

ERIC Educational Resources Information Center

Higgins, Chris

For many years, foreign language teachers have used the computer to provide supplemental exercises in the instruction of foreign languages. In recent years, advances in computer technology have motivated teachers to reassess the computer and consider it a valuable part of daily foreign language learning. Innovative software programs, authoring…

Growth of Internet Use by Language Professionals.

ERIC Educational Resources Information Center

Fidelman, Carolyn G.

1998-01-01

Presents results of a survey showing increased use of the Internet by language professionals (e.g., language teachers, translators, interpreters). Results of the survey show a qualitative improvement in the Internet for information retrieval, teaching, and idea exchange. If K-12 foreign-language teachers receive appropriate equipment and training,…

Pre-Service EFL Teachers' Beliefs about Foreign Language Learning

ERIC Educational Resources Information Center

Altan, Mustafa Zulkuf

2012-01-01

Beliefs are central constructs in every discipline which deals with human behaviour and learning. In addition to learner beliefs about language learning, language teachers themselves may hold certain beliefs about language learning that will have an impact on their instructional practices and that are likely to influence their students' beliefs…

Innovations in Foreign Language Educator Assessment in California.

ERIC Educational Resources Information Center

Silvestro, John R.; And Others

California has developed a new series of credential examinations for foreign language teachers to make it possible to test the competence of teachers in six languages less frequently taught than Spanish and French. These languages are German, Japanese, Mandarin, Punjabi, Russian, and Vietnamese. Each assessment is based on the specifications…

Balancing Content & Language in the English Language Development Classroom

ERIC Educational Resources Information Center

Reynolds-Young, Danielle; Hood, Sally

2014-01-01

Although course assignments require English as a Second Language (ESL) teacher candidates to design activities, performance assessments, and lessons that balance the teaching of the English language and academic content, the ESL teacher candidates remain perplexed as to how to teach without a prescribed curriculum. The answer is challenging, given…

Preparing Teachers to Promote Culturally Relevant Teaching: Helping English Language Learners in the Classroom

ERIC Educational Resources Information Center

Islam, Chhanda; Park, Mi-Hwa

2015-01-01

Graduate students who know strategies for second language acquisition are more prepared to advocate for appropriate instructional accommodations to facilitate engagement of English language learners (ELLs; Daniel, 2008). Obstacles to comprehension for ELLs are decreased when teachers use purposeful tasks that use language productively and…

English-for-Teaching: Rethinking Teacher Proficiency in the Classroom

ERIC Educational Resources Information Center

Freeman, Donald; Katz, Anne; Garcia Gomez, Pablo; Burns, Anne

2015-01-01

The expansion of English teaching in state education systems places increasing demands on English language teachers and how they are trained. A major thrust of these efforts has focused on improving teachers' English language proficiency. This expectation is manifested in policy and pedagogical directives that teachers "teach English in…

Inservice Teacher Training: Experiencing German Culture Down Under

ERIC Educational Resources Information Center

Jansen, Louise; Stracke, Elke

2005-01-01

In collaboration with the Australian Capital Territory (ACT) Department of Education and Training, the Australian National University has been offering a professional development program for language teachers (called LIFT, or Language Inservice for Teachers) for more than ten years. As the program is specially tailored to meet teachers' current…

Intensive Summer Institute: Program Evaluation. 1991. NFLRC Research Notes.

ERIC Educational Resources Information Center

Ross, Steven

This report evaluates a 6-week intensive summer program for language teachers at the University of Hawaii. Thirty-two high school or college teachers and teacher trainees of Chinese, Indonesian, Japanese, and Spanish participated. Participants were led by master teachers who provided exemplary teaching, organized language-specific activities,…

Revisiting Teacher Feedback in EFL Writing from Sociocultural Perspectives

ERIC Educational Resources Information Center

Lee, Icy

2014-01-01

While research on teacher feedback has largely been influenced by second language writing and second language acquisition perspectives, little attention has been paid to the contextual and sociocultural dimension of teachers' work. Overall, there is a dearth of discussion on teacher feedback that is influenced by sociocultural perspectives.…

Cultivating Multivocality in Language Classrooms: Contribution of Critical Pedagogy-Informed Teacher Education

ERIC Educational Resources Information Center

Khatib, Mohammad; Miri, Mowla

2016-01-01

Transmission-based language classrooms have been mostly dominated by teachers' authority, as reflected in IRF (Teacher Initiation, Student Response, Teacher Follow up/Feedback) architecture of their discourses. By contrast, Critical Pedagogy (CP) has been after fostering multivocality in and out of classroom borders. Which qualities of teacher…

Teachers' Reactions towards Performance-Based Language Assessment

ERIC Educational Resources Information Center

Chinda, Bordin

2014-01-01

This research aims at examining the reactions of tertiary EFL teachers towards the use of performance-based language assessment. The study employed a mixed-method research methodology. For the quantitative method, 36 teachers responded to a questionnaire survey. In addition, four teachers participated in the in-depth interviews which were…

Contributions of a Social Justice Language Teacher Education Perspective to Professional Development Programs in Colombia (Contribuciones de una perspectiva de justicia social para la formación de docentes de lenguas a los programas de desarrollo profesional en Colombia)

ERIC Educational Resources Information Center

Sierra Piedrahita, Ana María

2016-01-01

In this article, the author discusses the social justice language teacher education perspective and how it can help language teachers to develop a political view of their work and effect change inside and outside their particular school contexts. To do this, she briefly analyzes various professional development programs for teachers of English in…

Framing new research in science literacy and language use: Authenticity, multiple discourses, and the Third Space

NASA Astrophysics Data System (ADS)

Wallace, Carolyn S.

2004-11-01

This article presents a theoretical framework in the form of a model on which to base research in scientific literacy and language use. The assumption guiding the framework is that scientific literacy is comprised of the abilities to think metacognitively, to read and write scientific texts, and to apply the elements of a scientific argument. The framework is composed of three theoretical constructs: authenticity, multiple discourses, and Bhabha's Third Space. Some of the implications of the framework are that students need opportunities to (a) use scientific language in everyday situations; (b) negotiate readily among the many discourse genres of science; and (c) collaborate with teachers and peers on the meaning of scientific language. These ideas are illustrated with data excerpts from contemporary research studies. A set of potential research issues for the future is posed at the end of the article.

Detecting changes in student teachers' conceptions of teaching science to adolescent English language learners

NASA Astrophysics Data System (ADS)

Pomeroy, Jonathon Richard

2000-10-01

This research study investigated the changes that occurred in six student teachers' conceptions of teaching science to adolescent English language learners over the duration of their participation in a one-year, graduate level, science teacher education program. Cases were created for each of the student teachers based on their concept maps, writing samples, interviews, lesson plans, informal interviews with cooperating teachers, and observation notes collected on biweekly visitations. The cases were divided into three dyads each consisting of two student teachers with similar preprogram and student teaching experiences. Cross case analysis revealed the existence of seven themes related to teaching science to adolescent English language learners. Further analysis suggested that student teachers that worked with experienced cooperating teachers and who had achieved a sense of autonomy over their student teaching demonstrated broad and sophisticated growth across all seven themes. Student teachers who had not achieved a sense of autonomy, demonstrated growth in two to three themes. Student teachers who demonstrated broad and sophisticated growth were able to clearly articulate their conceptions of teaching science to English language learners where as those who demonstrated limited growth were not. This research establishes the use of concept maps as a tool for detecting changes in student teachers' conceptions of teaching science to adolescent English language learners as well as the sensitivity of concept maps to detect the types of changes historically detected by writing samples and interviews. Recommendations based on the implications from are included.

Language, Language Development and Teaching English to Emergent Bilingual Users: Challenging the Common Knowledge Theory in Teacher Education & K-12 School Settings

ERIC Educational Resources Information Center

Faltis, Christian

2013-01-01

Popular views about language and how children and youth learn language are based mainly in cognitive approaches in support of a common knowledge theory of language development. This common theory feeds into the efforts to increase teacher and learner accountability as measured on narrow assessments of what it means to use language well and in…

The Effects of New Jersey's K-8 Foreign Language Authorization on K-5 Foreign Language Teaching: Two Teachers' Perspectives

ERIC Educational Resources Information Center

Raymond, Robert B. L.

2012-01-01

Recent research in language education policy (LEP) refocuses attention from the role of governments to local stakeholders that shape LEP. However, little attention has been given to teacher agency in LEP implementation for early foreign language (FL) education in the United States. This pilot study considers the role of foreign language elementary…

Acquiring the Language of Learning: The Performance of Hawaiian Preschool Children on the Preschool Language Assessment Instrument (PLAI).

ERIC Educational Resources Information Center

Martini, Mary

The Preschool Language Assessment Instrument (PLAI) was designed as a diagnostic tool for 3- to 6-year-old children to assess children's abilities to use language to solve thinking problems typically posed by teachers. The PLAI was developed after observing middle-class teachers in preschool classrooms encourage children to use language in…

Pre-Service English as a Foreign Language Teachers' Perceptions of the Relationship between Multiple Intelligences and Foreign Language Learning

ERIC Educational Resources Information Center

Savas, Perihan

2012-01-01

The relationship between intelligence, language, and learning is a challenging field of study. One way to study how this relationship occurs and works is to investigate the perceptions of advanced language learners. Therefore, this paper reports a study that was conducted to explore 160 pre-service English language teachers' perceptions about…

First Language and Target Language in the Foreign Language Classroom

ERIC Educational Resources Information Center

Littlewood, William; Yu, Baohua

2011-01-01

For many decades, foreign language teaching has been dominated by the principle that teachers should use only the target language (TL) and avoid using the mother tongue (L1) except as a last resort. However, reports show that teachers make extensive use of the L1. This paper illustrates this discrepancy and considers some main reasons for it. It…

Effects of Feedback Intervention on Team-Teaching in English Language Classrooms in Nigeria

ERIC Educational Resources Information Center

Anani, Oluwabunmi Ahoefa; Badaki, Jude Valentine; Kamai, Richard

2016-01-01

The typical Nigerian English language classroom has a large class size and lacks qualified language teachers. These factors reflect in the quality and quantity of teaching in the English as a Second Language classroom. Team teaching or co-teaching is an intervention strategy which language teachers can use to address these issues. Not only does…

Examining the Effectiveness of an Academic Language Planning Organizer as a Tool for Planning Science Academic Language Instruction and Supports

ERIC Educational Resources Information Center

Jung, Karl G.; Brown, Julie C.

2016-01-01

To engage in the practices of science, students must have a strong command of science academic language. However, content area teachers often make academic language an incidental part of their lesson planning, which leads to missed opportunities to enhance students' language development. To support pre-service elementary science teachers (PSTs) in…

A Teacher's Exploratory Inquiry of Language Awareness: Language Learner Perceptions from Oral Presentations

ERIC Educational Resources Information Center

Leichsenring, Andrew

2015-01-01

This paper presents a teacher-led inquiry into learner language awareness and learner perceptions of: oral presentations using first language (L1) support when using a second language (L2); and L2 learner and user identity. The quantitative-based results of this preliminary inquiry represent a source of understanding for the researcher, who later,…

Professional Development Programmes for Teachers Moving from Majority to Minoritised Language Medium Education: Lessons from a Comparative Study

ERIC Educational Resources Information Center

McPake, Joanna; McLeod, Wilson; O'Hanlon, Fiona; Fassetta, Giovanna; Wilson, Mona

2017-01-01

Education through the medium of a minoritised language is widely regarded as a critical component of language revitalisation initiatives. Given the demographic and social position of many minoritised languages, however, it may not be easy to find teachers who are fluent and literate in the language, confident about using and teaching it, and…

Learning How to Focus on Language While Teaching Mathematics to English Language Learners: A Case Study of Courtney

ERIC Educational Resources Information Center

Chval, Kathryn B.; Pinnow, Rachel J.; Thomas, Amanda

2015-01-01

Research in mathematics education increasingly recognizes the role of language in the education of English language learners. However, research examining the professional growth of mathematics teachers as they learn to teach English language learners is sparse. This case study addresses this issue by examining one third grade teacher as she…

A Quantitative Action Research on Promoting Confidence in a Foreign Language Classroom: Implications for Second Language Teachers

ERIC Educational Resources Information Center

Doqaruni, Vahid Rahmani

2014-01-01

Research has revealed that second language learners often seem passive and reticent in language classrooms. In the age of globalization, however, there is an urgent need for English as a Foreign Language (EFL) teachers to enhance their reticent students' confidence to help them take part more actively in classroom oral activities. In line with…

The Role of the Language Teacher in the Age of Evolving Digital Technology.

ERIC Educational Resources Information Center

Mchombo, Sam

2000-01-01

Examines the role of the language teacher in the age of computers, which appears radically minimized in the language classroom. Particular examples are drawn from the Stanford Swahili Project. (Author/VWL)

JALT Journal, 2002.

ERIC Educational Resources Information Center

Jungheim, Nicholas O., Ed.

2002-01-01

These two journal issues include the following articles: "Assistant Foreign Language Teachers in Japanese High Schools: Focus on the Hosting of Japanese Teachers" (Great Gorsuch); "Communicative Language Teaching (Organizational Effectiveness of Upper Secondary School English Language Departments and Their Commitment toward…

A Comparison of the Importance of Objectives in Foreign Language Instruction as Rated by In-Service Teachers, Student Teachers and Pupils. Research Bulletin, No. 44.

ERIC Educational Resources Information Center

Leino, Anna-Liisa

This paper reports how Finnish student teachers and pupils rate the importance of objectivies in English language instruction, and compares them with ratings of inservice teachers from a previous study. Forty-two teachers from post-graduate teacher-training schools and 131 students, aged approximately 17, from two schools, were involved. Student…

Language development in the early school years: the importance of close relationships with teachers.

PubMed

Spilt, Jantine L; Koomen, Helma M Y; Harrison, Linda J

2015-02-01

This longitudinal study examined developmental links between closeness in teacher-child relationships and children's receptive language ability from the end of the preschool years into the early elementary years, while controlling for changes in peer interaction quality and child behavioral functioning. The sample included children and their parents and teachers (N = 4,983) participating in the Longitudinal Study of Australian Children (LSAC) at ages 4-5, 6-7, and 8-9 years (3 waves). Teachers reported on levels of closeness in relationships with individual children. Independent assessments of receptive language were employed. Parents and teachers reported on peer interaction problems and child conduct problems. Results indicated reciprocal associations between close teacher-child relationships and receptive language development above and beyond associations with peer interaction quality and child behavioral functioning. However, the effects were only modest. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Knowledge foundations for beginning reading teachers in EFL.

PubMed

Goldfus, Carol

2012-10-01

This study examined the knowledge that teachers need in order to become successful early reading teachers in English as a foreign language. The findings showed that in-service teachers had better content knowledge than pre-service teachers, although the results indicated overall low performance and insufficiently developed concepts about the structure of language, spelling rules, and academic terminology in both groups.

Foreign Language Teacher Socialization: A Multiple Case Study of Foreign Language Teachers in an American Higher Education Institution

ERIC Educational Resources Information Center

Uzum, Baburhan

2013-01-01

Early teacher socialization research in the 1980s examined student-teachers during their transition from pre-service to in-service contexts, and argued for a limited effect of teacher education programs compared to students' initial socialization into the profession of teaching as past-students or apprentices of observation. Although…

The Effects of Teacher-Introduced Multimodal Representations and Discourse on Students' Task Engagement and Scientific Language during Cooperative, Inquiry-Based Science

ERIC Educational Resources Information Center

Gillies, Robyn M.; Baffour, Bernard

2017-01-01

The study sought to determine the effects of teacher-introduced multimodal representations and discourse on students' task engagement and scientific language during cooperative, inquiry-based science. The study involved eight Year 6 teachers in two conditions (four very effective teachers and four effective teachers) who taught two units of…

English and Language Arts Teachers' Perspectives on Schooling: Initial Exposure to a Teacher Education Curriculum

ERIC Educational Resources Information Center

Kelly, Sean; Zhang, Yuan; Northrop, Laura; VanDerHeide, Jen; Dunn, Mandie; Caughlan, Samantha

2018-01-01

This article reports results from a study of teacher beliefs among a panel of English and language arts teachers at three universities as the pre-service teachers entered methodological coursework and internships. Using a new assessment tool, the Developmental Instruction Assessment Battery (DIAB), along with a discrete choice task and one-on-one…

Teachers' Sense of Self-Efficacy, English Proficiency, and Instructional Strategies: A Study of Nonnative EFL Teachers in Iran

ERIC Educational Resources Information Center

Eslami, Zohreh R.; Fatahi, Azizullah

2008-01-01

This study examined the efficacy beliefs of nonnative English speaking (NNES) Iranian EFL teachers. EFL teachers' perceptions of their teaching efficacy in terms of personal capabilities to teach English as a Foreign Language (EFL) and their perceived English language proficiency level were examined. A modified version of the Teacher Sense of…

Preparing Pre-Service Teachers to Educate Emerging Bilingual Students: A Textual Analysis of Teacher Education Curriculum in Elementary-Level Language Arts Methods Textbooks

ERIC Educational Resources Information Center

Mann, David A.

2016-01-01

Drawing on the principles of critical multicultural teacher education, Teaching English to Speakers of Other Languages (TESOL) and bilingual education, this study examined how pre-service teachers were prepared to educate Emerging Bilinguals (EBs) in ESOL-infused teacher education programs in Florida universities. The textual analysis of a…

Mind What Teachers Say: Kindergarten Teachers' Use of Mental State Language during Picture Story Narration

ERIC Educational Resources Information Center

Misailidi, Plousia; Papoudi, Despina; Brouzos, Andreas

2013-01-01

The study focuses on the mental state language kindergarten teachers use when narrating picture stories. The aims were to examine (a) individual differences in the frequency with which kindergarten teachers use mental state terms, (b) the types of mental state terms (e.g., emotion, desire, belief terms) teachers use most frequently, and (c) the…

Strategies for Teachers to Manage Stuttering in the Classroom: A Call for Research.

PubMed

Davidow, Jason H; Zaroogian, Lisa; Garcia-Barrera, Mauricio A

2016-10-01

This clinical focus article highlights the need for future research involving ways to assist children who stutter in the classroom. The 4 most commonly recommended strategies for teachers were found via searches of electronic databases and personal libraries of the authors. The peer-reviewed evidence for each recommendation was subsequently located and detailed. There are varying amounts of evidence for the 4 recommended teacher strategies outside of the classroom, but there are no data for 2 of the strategies, and minimal data for the others, in a classroom setting. That is, there is virtually no evidence regarding whether or not the actions put forth influence, for example, stuttering frequency, stuttering severity, participation, or the social, emotional, and cognitive components of stuttering in the classroom. There is a need for researchers and speech-language pathologists in the schools to study the outcomes of teacher strategies in the classroom for children who stutter.

Intersections between immigration, language, identity, and emotions: a science teacher candidate's journey

NASA Astrophysics Data System (ADS)

Rivera Maulucci, Maria S.

2008-04-01

This study reports a subset of findings from a larger, ongoing study aimed at exploring interactions between teacher identity, learning, and classroom practices in a social justice teacher education program at a selective liberal arts college in New York. This case-study explores the journey of Elena, as an immigrant, a student, and a pre-service teacher candidate towards becoming a social justice educator. Elena reflects upon her school language experiences as an immigrant youth, her learning in a social justice teacher education program, and her field experiences in an international high school. The analysis spans macro-, meso-, and microlevels to explore the ways globalization, particularly immigration, as well as schooling policies for English language learners interact with aspects of Elena's core identity, particularly in school settings. The findings show some of the ways language and literacy verified and/or denied aspects of Elena's core identity; specific instances where second language proficiency was cast as power and privilege versus disadvantage according to ethnic, language, and class categorizations; and the struggles Elena, and other immigrant youth may face given the focus on English language acquisition and high stakes accountability in schools, at the expense of students' primary language proficiency and affirmation of core identity markers.

The roles of teachers' science talk in revealing language demands within diverse elementary school classrooms: a study of teaching heat and temperature in Singapore

NASA Astrophysics Data System (ADS)

Seah, Lay Hoon; Yore, Larry D.

2017-01-01

This study of three science teachers' lessons on heat and temperature seeks to characterise classroom talk that highlighted the ways language is used and to examine the nature of the language demands revealed in constructing, negotiating, arguing and communicating science ideas. The transcripts from the entire instructional units for these teachers' four culturally and linguistically diverse Grade 4 classes (10 years old) with English as the language of instruction constitute the data for this investigation. Analysis of these transcripts focused on teachers' talk that made explicit reference to the form or function of the language of science and led to the inductive development of the 'Attending to Language Demands in Science' analytical framework. This framework in turn revealed that the major foregrounding purposes of teachers' talk include labelling, explaining, differentiating, selecting and constructing. Further classification of the instances within these categories revealed the extensive and contextualised nature of the language demands. The results challenge the conventional assumption that basic literacy skills dominate over disciplinary literacy skills in primary school science. Potential uses of the analytical framework that could further expand our understanding of the forms, functions and demands of language used in elementary school science are also discussed.

Social, emotional, and behavioral functioning of secondary school students with low academic and language performance: perspectives from students, teachers, and parents.

PubMed

Joffe, Victoria L; Black, Emma

2012-10-01

Adolescence is a time of transition when young people with language difficulties are at increased risk of experiencing social, emotional, and behavioral difficulties (SEBD). Most studies of social, emotional, and behavioral functioning (SEBF) in individuals with language difficulties focus on children with a clinical diagnosis of language impairment. This study explores SEBF in a nonclinical group of 12-year-old students with low educational and language performance from their own perspectives and those of their parents and teachers. The Strengths and Difficulties Questionnaire ( Goodman, 1997) was given to 352 mainstream secondary school students who were underperforming academically and had poor language performance. Two hundred and twenty-five of their parents and 230 of their teachers also completed the questionnaire. Students with low educational attainment and poor language showed significantly greater SEBD than a normative sample as reported by themselves, their parents, and their teachers. Significant differences were found across informants, with students identifying more overall difficulties than parents or teachers. Secondary school students with low academic and language performance are more vulnerable to experiencing SEBD compared to typically developing peers. The extent of their difficulties varied depending on the informant, emphasizing the importance of gaining views from multiple perspectives.

Chinese EFL teachers' knowledge of basic language constructs and their self-perceived teaching abilities.

PubMed

Zhao, Jing; Joshi, R Malatesha; Dixon, L Quentin; Huang, Liyan

2016-04-01

The present study examined the knowledge and skills of basic language constructs among elementary school teachers who were teaching English as a Foreign Language (EFL) in China. Six hundred and thirty in-service teachers completed the adapted Reading Teacher Knowledge Survey. Survey results showed that English teachers' self-perceived ability to teach vocabulary was the highest and self-perceived ability to teach reading to struggling readers was the lowest. Morphological knowledge was positively correlated with teachers' self-perceived teaching abilities, and it contributed unique variance even after controlling for the effects of ultimate educational attainment and years of teaching. Findings suggest that elementary school EFL teachers in China, on average, were able to display implicit skills related to certain basic language constructs, but less able to demonstrate explicit knowledge of other skills, especially sub-lexical units (e.g., phonemic awareness and morphemes). The high self-perceived ability of teaching vocabulary and high scores on syllable counting reflected the focus on larger units in the English reading curriculum.

Qualities of an Ideal English Language Teacher: A Gender-Based Investigation in a Saudi Context

ERIC Educational Resources Information Center

Al-Khairi, Muhammad

2015-01-01

Identification of the attributes that are associated with an ideal English language teacher has been a major area of interest worldwide but there seems a scarcity of relevant studies in the Arab world. The present study is an attempt to fill this existing gap by identifying the qualities of an ideal English language teacher as perceived by Taif…

The Use of New Technologies for the Teaching of the Igbo Language in Schools: Challenges and Prospects

ERIC Educational Resources Information Center

Iloene, Modesta I.; Iloene, George O.; Mbah, Evelyn E.; Mbah, Boniface M.

2013-01-01

This paper examines the experience of teachers in the use of new technologies to teach the Igbo language spoken in South East Nigeria. The study investigates the extent to which new technologies are available and accessible to Igbo teachers, the competence of the Igbo language teachers in the new technologies and the challenges they face that…

Opinions and Attitudes of Prospective Teachers for the Use of Mobile Phones in Foreign Language Learning

ERIC Educational Resources Information Center

Cakir, Ismail

2015-01-01

The aim of this study is to explore the current use of mobile phones in a foreign language teaching context where English is used as the medium of instruction by prospective teachers. To this end, it presents the views of prospective English teachers on utilizing the mobile phone as an instructional tool for foreign language learning purposes in…

Points of Departure: Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada

ERIC Educational Resources Information Center

Faez, Farahnaz

2011-01-01

In this paper I examine similarities and differences between the required knowledge base of teachers of English as a second language (ESL) and French as a second language (FSL) for teaching in Kindergarten through Grade 12 programs in Canada. Drawing on knowledge base frameworks in language teacher education (Freeman and Johnson, 1998; Richards,…

El Profesor de Idiomas: El Teatro, Los Titeres Y Los Sketches (The Language Teacher: The Theater, the Puppets, and the Sketches).

ERIC Educational Resources Information Center

Galvez Touzet, Teresa

This guide in Spanish for the foreign language teacher suggests that more emphasis be placed on theater and art in the second language classroom. Easy methods for creating functional and attractive visual aids for the classroom are described. This guide for elementary school teachers describes: (1) easy theatrical techniques that can be used daily…

Effect of Mobile-Assisted Dialect Awareness Training on the Dialect Attitudes of Prospective English Language Teachers

ERIC Educational Resources Information Center

Bozoglan, Hilal; Gok, Duygu

2017-01-01

The purpose of this study was to investigate the impact of a mobile-assisted dialect awareness programme on the dialect attitudes of pre-service English language teachers in Turkey. The study adopted a pre-test and a post-test design including 58 first-grade pre-service English language teachers in two different classes. The experimental group…

Spanish Language Arts. A Handbook for the Primary Teachers = Las artes del lenguaje espanol. Un manual para maestros de nivel primario.

ERIC Educational Resources Information Center

Chicago Board of Education, IL. Dept. of Curriculum.

A teaching guide for teachers of language arts for native Spanish-speaking primary school students in the Chicago public schools consists of four sections and appendices. Part I introduces the concepts of the language arts program, its behavioral objectives, suggestions for teachers, and notes on the characteristics of students of this age group.…

Exploratory Comparisons from the Field: Study of Students from Two Teacher Credentialing Programs of Cross-Cultural, Language, and Academic Development (Professional Development Schools and Regular Teacher Education Programs).

ERIC Educational Resources Information Center

Torrez, Nena

This paper discusses development of the Crosscultural, Language, and Academic Development (CLAD) credential in California's preservice teacher education. CLAD focuses on first and second language development, educational equity, linguistic and cultural diversity, equal access to core curriculum, respect for cultural and linguistic issues,…

Capacity Building for Primary Languages through Initial Teacher Education: Could Specialist and Non-Specialist Student Teachers' Complementary Skills Provide a Winning Combination?

ERIC Educational Resources Information Center

Rowe, Jan; Herrera, Maria; Hughes, Bernie; Cawley, Michael

2012-01-01

There has been much debate about the development of a suitably qualified workforce to deliver the objectives of the Key Stage 2 language learning entitlement in England. The model of a skilled primary languages subject leader, working in collaboration with enthusiastic generalist class teachers is emerging as a consistent preference. Relatively…

Arithmetic memory networks established in childhood are changed by experience in adulthood

PubMed Central

Martinez-Lincoln, Amanda; Cortinas, Christina; Wicha, Nicole Y. Y.

2014-01-01

Adult bilinguals show stronger access to multiplication tables when using the language in which they learned arithmetic during childhood (LA+) than the other language (LA−), implying language-specific encoding of math facts. However, most bilinguals use LA+ throughout their life, confounding the impact of encoding and use. We tested if using arithmetic facts in LA− could reduce this LA− disadvantage. We measured event related brain potentials while bilingual teachers judged the correctness of multiplication problems in each of their languages. Critically, each teacher taught arithmetic in either LA+ or LA−. Earlier N400 peak latency was observed in both groups for the teaching than non-teaching language, showing more efficient access to these facts with use. LA+ teachers maintained an LA+ advantage, while LA− teachers showed equivalent N400 congruency effects (for incorrect versus correct solutions) in both languages. LA− teachers also showed a late positive component that may reflect conflict monitoring between their LA+ and a strong LA−. Thus, the LA− disadvantage for exact arithmetic established in early bilingual education can be mitigated by later use of LA−. PMID:25445361

Preservice and inservice teachers' knowledge of language constructs in Finland.

PubMed

Aro, Mikko; Björn, Piia Maria

2016-04-01

The aim of the study was to explore the Finnish preservice and inservice teachers' knowledge of language constructs relevant for literacy acquisition. A total of 150 preservice teachers and 74 inservice teachers participated in the study by filling out a questionnaire that assessed self-perceived expertise in reading instruction, knowledge of phonology and phonics, and knowledge of morphology. The inservice teachers outperformed the preservice teachers in knowledge of phonology and phonics, as well as morphology. Both groups' knowledge of morphology was markedly lower than their knowledge of phonology and phonics. Because early reading instruction does not focus on the morphological level of language but is phonics-based, this result was expected. However, the findings also revealed a lack of explicit knowledge of basic phonological constructs and less-than-optimal phonemic awareness skills in both groups. Problems in phonemic skills manifested mostly as responding to the phonological tasks based on orthographic knowledge, which reflects an overreliance on the one-to-one correspondence between graphemes and phonemes. The preservice teachers' perceptions of expertise were weakly related to their knowledge and skills. Among the inservice teachers, perceived expertise and knowledge of language constructs were completely unrelated. Although the study was exploratory, these findings suggest that within the Finnish teacher education there is a need to focus more on explicit content studies for language structures and the concepts relevant for literacy instruction, as well as phonological and phonemic skills.

Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition

ERIC Educational Resources Information Center

Burns, Anne; Freeman, Donald; Edwards, Emily

2015-01-01

The overarching project of the conceptual and empirical contributions in this special issue is to redraw boundaries for language teacher cognition research. Our aim in this final article is to complement the foregoing collection of articles by conceptualizing ontologically and methodologically past and current trajectories in language teacher…

The Knowledge and Perceptions of Prospective Teachers and Speech Language Therapists in Collaborative Language and Literacy Instruction

ERIC Educational Resources Information Center

Wilson, Leanne; McNeill, Brigid; Gillon, Gail T.

2015-01-01

Successful collaboration among speech and language therapists (SLTs) and teachers fosters the creation of communication friendly classrooms that maximize children's spoken and written language learning. However, these groups of professionals may have insufficient opportunity in their professional study to develop the shared knowledge, perceptions…