A Worldwide Survey of MATESOL Programs in 2014: Patterns and Perspectives

Autor/inn/en	Stapleton, Paul; Shao, Qing
Titel	A Worldwide Survey of MATESOL Programs in 2014: Patterns and Perspectives
Quelle	In: Language Teaching Research, 22 (2018) 1, S.10-28 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168816659681
Schlagwörter	Surveys; English (Second Language); Second Language Learning; Second Language Instruction; Masters Programs; Language Teachers; Teacher Education Programs; Program Descriptions; Comparative Education; Foreign Countries; Practicums; Teaching Methods + Suchen Sie Ihr Suchwort? Survey; Umfrage; Befragung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Magister course; Magisterstudiengang; Language teacher; Sprachunterricht; Vergleichende Erziehungswissenschaft; Ausland; Practicum; Praktikum; Praktika; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article reports on a survey of 241 Master of Arts programs in TESOL (MATESOL) in 16 countries serving as a snapshot of second language teacher education in 2014. After an initial screening by a set of criteria, these programs were first identified, and their course offerings, among other criteria, such as entrance and capstone requirements, were categorized. In total, 3,877 courses across 15 knowledge fields were coded with frequency counts taken. Our analysis revealed that the most frequently appearing course offerings tended to focus on teaching methods. However, large differences appeared among the programs with regard to the offering of courses in various knowledge fields. Differences also appeared between US and non-US programs, particularly with regard to practicum requirements. Several other patterns and themes emerged from the data including the extensive coverage of social and cultural aspects of language learning in elective courses, and the lack of focus on specific English as a foreign language (EFL) contexts in course offerings, among others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01