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Autor/in | Shufflebarger, Amanda |
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Titel | Creative Collaborations in Adult ESL Classrooms: Three Community Language Tutors' Pre-Understandings, Contradictions, and Growth Points |
Quelle | In: L2 Journal, 13 (2021) 1, S.40-63 (24 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1945-0222 |
Schlagwörter | Second Language Learning; Second Language Instruction; English (Second Language); Volunteers; Tutors; Creative Teaching; Language Teachers; Adult Education; Case Studies; Grammar; Teaching Methods; Immigrants; Refugees; Attendance; Fatigue (Biology); Teacher Attitudes; Psychological Patterns; Professional Isolation; Metacognition; Dialogs (Language); Teacher Education; Literacy Education; Lesson Plans Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Freiwilliger; Förderlehrer; Lehrender; Tutor; Creative thinking; Teaching; Kreatives Denken; Unterricht; Language teacher; Sprachunterricht; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Case study; Fallstudie; Case Study; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Immigrant; Immigrantin; Immigranten; Flüchtling; Anwesenheit; Fatigue; Ermüdung; Lehrerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Dialog; Dialogs; Dialogue; Dialogues; Lehrerausbildung; Lehrerbildung; Lesson planning; Unterrichtsplanung |
Abstract | This study draws upon Mindful L2 Teacher Education (Johnson & Golombek, 2016) to explore how volunteer community tutors of adult English as a Second Language (ESL) conceptualize and enact their roles as creative teachers. Through three case studies, I explore community language teachers' preunderstandings, contradictions, and growth points. Findings revealed that tutors felt obligated to use survival ESL and grammar-based frameworks for teaching. Contradictions included their frustration with inconsistent student attendance, their fatigue creating lessons, and their feelings of isolation. Research on teacher education for community volunteers is important so that volunteers feel emotionally and pedagogically supported as they commit to teaching learners who otherwise might not have access to language instruction, including adults with immigrant and refugee backgrounds. (As Provided). |
Anmerkungen | Berkeley Language Center, University of California. B-40 Dwinelle Hall #2640, Berkeley, CA 94720. Web site: http://escholarship.org/uc/uccllt_l2 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |