Learning from ELLs' Perspectives: Mismatch between ELL and Teacher Perspectives on ELL Learning Experiences

Autor/inn/en	Shim, Jenna Min; Shur, Anna Mikhaylovna
Titel	Learning from ELLs' Perspectives: Mismatch between ELL and Teacher Perspectives on ELL Learning Experiences
Quelle	In: English Language Teaching, 11 (2018) 1, S.21-32 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Middle School Students; High School Students; Elementary School Teachers; Secondary School Teachers; English Teachers; Student Attitudes; Teacher Attitudes; Language Attitudes; English Language Learners; Learning Experience; Hypothesis Testing; Student Centered Learning; Social Theories; Semi Structured Interviews; Grounded Theory; Barriers; Teacher Student Relationship; Educational Attitudes + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English language lessons; Englischunterricht; Schülerverhalten; Lehrerverhalten; Sprachverhalten; Lernerfahrung; Hypothesenprüfung; Hypothesentest; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Gesellschaftstheorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Educational attitude; Bildungsverhalten; Erziehungseinstellung
Abstract	Situated within Activity Theory, this study investigates and compares ELLs' perspectives on their own learning and their teachers' perspectives on their own learning experiences. The predilection carried by this study is that there is a significant value in attending to and understanding how ELL students make meaning of their learning circumstances and compare that to teachers' perspectives on their students' learning. This study also assumes that allowing student voice and perspective to be heard in school is a prerequisite for student-centered learning. The authors report that students' perspectives on what they perceive as the limiting factors for their learning are sharply different from those of their teachers. Students' perspectives in this study showed that their perspectives on, and attitudes toward, their learning are very much influenced by what teachers do and do not do. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01