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Author: Pamela M. Wesely Publisher: Channel View Publications ISBN: 1800415532 Category : Language Arts & Disciplines Languages : en Pages : 125
Book Description
This book tells the stories of 15 world language (WL) teachers in the United States at elementary and secondary levels through rich descriptions of their lived worlds and experiences. In-depth interviews, extensive observations, learner interviews, and document and environment analysis illustrate in detail how teacher beliefs relate to their practices and are mediated and moderated by their learners, institutional demands, equity and access to WL education and other factors. The chapters provide a deep and robust explanation of individual teachers’ teaching lives and a cross-contextual comparison of their experiences, shining a light on the realities and demands of modern US schools. Grounded in the research literature on language teacher beliefs and cognition, this book takes the stance that all teaching is situated and contextual, and that addressing teachers' methods, practices and knowledges in ways that are divorced from their setting and environment has serious limitations. It offers fascinating insights for researchers, language educators and pre- and in-service teachers, with reflection questions at the end of each chapter to guide readers in drawing connections with their own practice, interests and contexts.
Author: Pamela M. Wesely Publisher: Channel View Publications ISBN: 1800415532 Category : Language Arts & Disciplines Languages : en Pages : 125
Book Description
This book tells the stories of 15 world language (WL) teachers in the United States at elementary and secondary levels through rich descriptions of their lived worlds and experiences. In-depth interviews, extensive observations, learner interviews, and document and environment analysis illustrate in detail how teacher beliefs relate to their practices and are mediated and moderated by their learners, institutional demands, equity and access to WL education and other factors. The chapters provide a deep and robust explanation of individual teachers’ teaching lives and a cross-contextual comparison of their experiences, shining a light on the realities and demands of modern US schools. Grounded in the research literature on language teacher beliefs and cognition, this book takes the stance that all teaching is situated and contextual, and that addressing teachers' methods, practices and knowledges in ways that are divorced from their setting and environment has serious limitations. It offers fascinating insights for researchers, language educators and pre- and in-service teachers, with reflection questions at the end of each chapter to guide readers in drawing connections with their own practice, interests and contexts.
Author: Gabriel Cote Parra Publisher: LAP Lambert Academic Publishing ISBN: 9783838358079 Category : Languages : en Pages : 144
Book Description
The purpose of this multiple-case study was to understand the beliefs, classroom practices and experiences of four foreign language teachers using LinguaFolio, a self-assessment tool that allows learners to reflect on their language knowledge and cultural experiences. This study involved four Spanish teachers in four Midwestern towns. Data were collected using different methods including in- depth interviews, observations, field notes, and document analysis.
Author: Turel, Vehbi Publisher: IGI Global ISBN: 1799878783 Category : Education Languages : en Pages : 279
Book Description
Adaptive hypermedia listening software enables materials writers to combine and deliver a wide range of digital elements on the same digital computer platform more efficiently. Such a combination and delivery provides a multidimensional, multi-sensory digital environment in which rich, efficient, instant, comprehensible, optimum, and meaningful input and feedback can be presented effectively and efficiently. Moreover, language learners’ attention can be drawn to forms and meanings in input. Such aspects correspond with different theories and hypotheses of language learning and teaching. This presents users/learners with an environment that is easy to use, tension-free, and optimal during self-study. However, to be able to design and develop cost effective and professional adaptive hypermedia listening software, there are certain scientific educational findings and implications that need to be implemented at every single stage. To have access to such vital findings is not so easy, and research must address this area. Design Solutions for Adaptive Hypermedia Listening Software explores how to design and create technically and pedagogically sound and efficient interactive adaptive hypermedia listening software for language learners in any language. The chapters will cover learner strategy tools, the effectiveness of this technology, best practices in adaptive hypermedia listening software, and the benefits and challenges of this technology for language learning. It is ideal for companies, institutions, teachers, policymakers, academicians, researchers, advanced-level students, technology developers, and decision-making pertinent government officials interested in designing and developing multimedia listening environments for language learners.
Author: Paula Kalaja Publisher: Springer ISBN: 1137425954 Category : Education Languages : en Pages : 256
Book Description
This book explores the phenomena of believing (or giving personal meanings), acting, and identifying (or identity construction), and the interconnectedness of these phenomena in the learning and teaching of English and other foreign languages.
Author: Angela Yan Chen (Ed.D. candidate at the University of Hartford) Publisher: ISBN: 9781392557679 Category : Language and languages Languages : en Pages : 171
Book Description
Foreign language (FL) education is becoming increasingly important in our global society. As such, educators, government agencies, and business leaders have joined forces to identify those skills most needed to be successful in the 21st century (e.g., Partnership for 21st Century Skills, 2011), and knowledge of an FL and cultural awareness are among these high-priority skills, as are creativity and innovation, critical thinking and problem-solving, and communication and collaboration (Gallagher-Brett, 2005). While FL education can better ensure students are able to communicate and interact efficiently and sensitively with others in today's global marketplace (American Council on the Teaching of Foreign Languages, 1999), little is known about FL teaching from the teachers' perspective. Therefore, this phenomenological study examined FL teachers' perceptions and experiences utilizing a modified version of Borg's (2003) constructivism conceptual framework. This framework includes four central constructs: personal schooling, professional coursework, classroom practice, and contextual factors (see Figure 1). The participants included 19 FL teachers. Semistructured open-ended interviews were conducted. The data were analyzed and open coded to better understand FL teachers' perceptions and experiences in order to improve FL teaching and learning. This study explored FL teachers' perceptions of and experiences with effective FL teaching for 21st century learners. It is important to examine how FL teachers approach language teaching and how this changes as they move from theoretical and methodological coursework into the real-world experience of classroom practice because this will allow for better understanding of how teachers' beliefs develop and shift over time. Research has shown that beliefs are one of the main underlying factors that influence teacher decision-making (Johnson, 1999). In the present study, I interviewed FL teachers in the US. I examined their beliefs about teaching and learning an FL and how their experiences in school as teachers in training and in classrooms as teachers influenced their thinking and practice. I also examined how the professional contexts in which they worked shaped their actions and promoted or hindered change in their classrooms. FL educators may benefit from the findings of this study related to how FL teachers' practices are shaped by their professional training and classroom experiences and the extent to which these experiences align with 21st century learning needs. Education administrators, FL teachers, professional development operators, teacher hiring organizations, and policy makers may benefit from the findings of this study, as the findings provide a better understanding of teachers' expectations, perceptions, and experiences in the FL classroom. Consequently, this study is expected to inform decision-making regarding FL teacher preparation, hiring, and retention and lead to development of improved curricula to better prepare successful teachers who are effective in meeting students' 21st century learning needs.
Author: Silvia Melo Pfeifer Publisher: John Wiley & Sons ISBN: 1394154534 Category : Language Arts & Disciplines Languages : en Pages : 326
Book Description
The first volume to focus on race, ethnicity, and accent as elements of language teacher identity, a valuable guide for in-service teachers and teachers-in-training Language Teacher Identity presents a groundbreaking critical examination of how ideologies of race, ethnicity, accent, and immigration status impact perceptions of plurilingual teachers. Bringing together contributions by an international panel of established and emerging scholars, this important work of scholarship addresses issues related to native-speakerism, monolingualism, racism, competence, authenticity, and legitimacy while examining their role in the construction of professional identity. With an intersectional and holistic approach, the authors draw upon case studies of practical teacher experiences from Brazil, Canada, Germany, Norway, Mongolia, Pakistan, and the United States to provide teachers with real-world insights on responding to the assumptions, biases, and prejudices that students, student teachers, and teachers may bring into the classroom. Topics include the impact of policies and ideologies on teacher identity development, the intersection between L2 teacher identity and teacher emotion research, awareness of ethnic accent bullying, and the use of transraciolinguistic approaches in the classroom. This unique new work: Provides a broad overview of the different types of challenges language teachers face in their careers Focuses on race, ethnicity, plurilingualism, and accent as fundamental elements of a language teacher’s identity Discusses the sensitive political and social factors that complicate the role of a language teacher in the classroom Covers the teaching of a wide range of languages, including English, Japanese, Portuguese, French, Spanish, and Norwegian Addresses key issues and significant gaps in contemporary research on language teacher education, including the experiences of teachers of two or more languages Employing a variety of methodological and theoretical approaches, Language Teacher Identity is a forward-looking look at an exciting area of research and theory in language teacher education and training. It is essential reading for students training to become language teachers, in-service teachers, and for students and scholars in applied linguistics with a focus on TESOL, teacher and language education.
Author: Mark Priestley Publisher: Bloomsbury Publishing ISBN: 1472525876 Category : Education Languages : en Pages : 201
Book Description
Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on this issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley, Gert Biesta and Sarah Robinson explore empirical findings from the 'Teacher Agency and Curriculum Change' project, funded by the UK-based Economic and Social Research Council (ESRC). Drawing together this research with the authors' international experiences and perspectives, Teacher Agency addresses theoretical and practical issues of international significance. The authors illustrate how teacher agency should be understood not only in terms of individual capacity of teachers, but also in respect of the cultures and structures of schooling.
Author: Terry A. Osborn Publisher: Routledge ISBN: 1135609853 Category : Education Languages : en Pages : 209
Book Description
Teaching World Languages for Social Justice: A Sourcebook of Principles and Practices offers principles based on theory, and innovative concepts, approaches, and practices illustrated through concrete examples, for promoting social justice and developing a critical praxis in foreign language classrooms in the U.S. and in wider world language communities. For educators seeking to translate these ideals into classroom practice in an environment dominated by the current standards movement and accountability measures, the critical insights on language education offered in this text will be widely welcomed. The text is designed as a sourcebook for translating theory into practice. Each chapter includes the theoretical base, guidelines for practice, discussion of the relationship to existing practices in the world language classroom, suggestions for activity development (which can be integrated into a professional portfolio), illustrative examples, questions for reflection, and additional suggested readings. Teaching World Languages for Social Justice is a primary or supplementary text for second and foreign language teaching methods courses and is equally appropriate for graduate courses in language education or educational studies.
Author: Pamela M. Wesely
Author: Pamela M. Wesely
Author: Ali Hussein al-Sharafi
Author: Gabriel Cote Parra
Author: Turel, Vehbi
Author: Paula Kalaja
Author: Angela Yan Chen (Ed.D. candidate at the University of Hartford)
Author: Silvia Melo Pfeifer
Author: Mark Priestley
Author: Terry A. Osborn
Author: Gabriel E. Cote Parra