A Reflection on Reflective Practice in Teaching English to Speakers of Other Languages.

Autor/inn/en	Carrasquillo, Angela L.; Song, Feng
Titel	A Reflection on Reflective Practice in Teaching English to Speakers of Other Languages.
Quelle	(1994), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Classroom Techniques; English (Second Language); Language Teachers; Limited English Speaking; Reflective Teaching; Second Language Instruction; Student Needs; Teacher Attitudes; Teacher Education; Teacher Role; Teaching Methods; Teaching Skills + Suchen Sie Ihr Suchwort? Klassenführung; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	A small-scale study of Fordham University (New York) English-as-a-Second-Language (ESL) teacher trainees (n=11) investigated the extent to which the teachers, in a practicum, reflected on issues that are the focus of the ESL teacher education program. Specifically, it asked: whether teachers have a thorough understanding of theory and research on second language learning and teaching; what philosophy is manifested in their teaching; how their teaching philosophy is reflected in practice; perceived teaching strengths and weaknesses; overall knowledge of limited English-proficient (LEP) students' language and cognitive development; and the strategies planned and implemented for students' English development and academic achievement. Results indicate that the teachers, while demonstrating varied and strong philosophy of learning and teaching, believed teaching consists mainly of management and social roles and were less geared to issues of language and cognitive development. Discrepancies were found in the teachers' stated philosophies, written reflections, and classroom practice. Better instruction concerning reflective teaching at all stages of preservice teacher education is recommended. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC