ESL Teacher Educators and Teachers: Insights from Classroom Teachers with Language-Minority Students.

Autor/in	Clair, Nancy
Titel	ESL Teacher Educators and Teachers: Insights from Classroom Teachers with Language-Minority Students.
Quelle	(1993), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Classroom Techniques; Cultural Pluralism; Educational Needs; Elementary School Students; Elementary Secondary Education; English (Second Language); Grade 10; Grade 4; Grade 5; Inservice Teacher Education; Language Teachers; Limited English Speaking; Preservice Teacher Education; Research Needs; Second Language Instruction; Secondary School Students; Teacher Attitudes; Teacher Education Curriculum; Teacher Role; Teaching Styles + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Klassenführung; Kulturpluralismus; Educational need; Bildungsbedarf; English as second language; English; Second Language; Englisch als Zweitsprache; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Lehrerfortbildung; Language teacher; Sprachunterricht; Lehramtsstudiengang; Lehrerausbildung; Forschungsbedarf; Fremdsprachenunterricht; Sekundarschüler; Lehrerverhalten; Lehrerrolle; Lehrstil; Unterrichtsstil
Abstract	A study explored the beliefs, self-reported practices, and professional development needs of three classroom teachers (grades 4, 5, and 10) with language-minority students. A case history of each teacher was developed from interviews, classroom observations, and entries from teacher journals. Analysis revealed that (1) the teachers' beliefs about language-minority students and their programs may be based on hearsay and misinformation; (2) the teachers do not vary their planning for this population, but frequently vary lesson implementation; (3) selection of instructional practices may be based on naive notions of language proficiency and the demands of the mainstream classroom; and (4) the teachers draw on intuitive wisdom because of lack of preservice education or staff development regarding language-minority students. Based on these findings, it is recommended that: preservice teacher education curricula be designed in a way that integrates the social, political, and cultural realities of a multicultural student population; staff development be specific to the local context; teachers collaborate with other teachers, parents, and administrators about the education of language-minority students; and more research be conducted on teacher beliefs and behavior, innovative preservice teacher education, and inservice staff development models regarding language-minority issues. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC