Categorizing Language as Curriculum and Instruction: Implications for Teaching English Language Learners

Autor/in	Juarez-Torres, Rachel
Titel	Categorizing Language as Curriculum and Instruction: Implications for Teaching English Language Learners
Quelle	In: Forum on Public Policy Online, 2007 (2007) 1, (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-9809
Schlagwörter	English Teachers; Teacher Attitudes; Teacher Student Relationship; English Language Learners; Second Language Instruction; Language Usage; Interpersonal Communication; Phenomenology; Curriculum Development; Discourse Analysis; Classroom Communication; Classification; Qualitative Research; Data Analysis; Educational Practices; Observation; Interviews + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Fremdsprachenunterricht; Sprachgebrauch; Interpersonale Kommunikation; Phenomenological psychology; Phänomenologie; Psychologie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Diskursanalyse; Klassengespräch; Classification system; Klassifikation; Klassifikationssystem; Qualitative Forschung; Auswertung; Bildungspraxis; Beobachtung; Interviewing; Interviewtechnik
Abstract	The purpose of this study was to analyze what a group teachers say to English Language Learners as part of the curriculum and instruction, and to categorize the comments along the lines of scientific curriculum inquiry. Observations and interviews were the primary methods of data collection for this proposed study. An analysis was made of what the teachers were saying to communicate curricular applications and instructional modifications made in ESL classrooms. The language that this group of teachers used was coded to describe the originality of the types of statements made by the teachers. The study did not attempt to evaluate the teachers' effectiveness. The study also did not attempt to predict success of the curricular adaptations and instructional modifications. In conclusion, teachers used language to manage time, lessons, and the classroom. As a result of further analysis, as related to curricular adaptations and instructional modifications, the language was found as being of substance (what), educational practice (how), and purpose (why). (As Provided).
Anmerkungen	Oxford Round Table. 406 West Florida Avenue, Urbana, IL 61801. Tel: 217-344-0237; Fax: 217-344-6963; e-mail: editor@forumonpublicpolicy.com; Web site: http://www.forumonpublicpolicy.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01