A Survey Study of Middle School English Instruction in Four Rural Districts in Beijing

Autor/inn/en	Hu, Ran; Zhang, Guili
Titel	A Survey Study of Middle School English Instruction in Four Rural Districts in Beijing
Quelle	In: International Journal of Educational Methodology, 6 (2020) 1, S.99-112 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9632
Schlagwörter	Language Teachers; Teacher Qualifications; Secondary School Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Language Fluency; Grammar; Vocabulary Development; Rural Areas; Standards; Teacher Role; Pronunciation; Foreign Countries; Faculty Development; Language Proficiency; Low Achievement; School Districts; Social Differences; Equal Education; Educational Resources; Teacher Attitudes; China (Beijing) + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Lehrqualifikation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Grammatik; Wortschatzarbeit; Rural area; Ländlicher Raum; Standard; Lehrerrolle; Aussprache; Ausland; Unterdurchschnittliche Leistung; School district; Schulbezirk; Sozialer Unterschied; Bildungsmittel; Lehrerverhalten
Abstract	This survey study provides a holistic picture of English teachers' qualification and the status quo of English instruction in secondary school classrooms in four lowest-achieving rural districts in Beijing, China. It covers a wide variety of aspects related to language instruction, including teachers' professional background and credentials, lesson preparation and instructional materials, teachers' instructional languages, factors that limit English instruction, roles teachers play in classrooms, and classroom instruction on pronunciation and fluency, vocabulary, grammar, and comprehension. Results shows how inequality in resources and the lack of teaching standards and qualifications can negatively impact students, further hindering their academic and professional opportunities. The findings provide valuable information to the teacher preparation and professional development in these districts and hopefully bring attention to the Department of Education in China about the educational needs of the low achieving rural districts in Beijing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01