Crossing Borders to Teach English Language Learners

Autor/in	Haworth, Penny
Titel	Crossing Borders to Teach English Language Learners
Quelle	In: Teachers and Teaching: Theory and Practice, 14 (2008) 5-6, S.411-430 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
Schlagwörter	Self Efficacy; Second Language Learning; Foreign Countries; English (Second Language); Elementary School Teachers; Elementary School Students; Observation; Mainstreaming; Classroom Environment; Identification (Psychology); Teacher Collaboration; New Zealand + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Zweitsprachenerwerb; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Klassenklima; Unterrichtsklima; Lehrerkooperation; Neuseeland
Abstract	A teacher's identity is thought to evolve in a continuous, situated fashion, amidst dynamic interaction between cognitive, affective, social, cultural and political factors. However, the literature provides little insight into the impact on the ongoing identity construction of class teachers when they encounter a few students with English as an additional language (EAL) in their mainstream classes. This paper reports on a year-long study involving eight class teachers in four different New Zealand primary schools. Data from in-class observations, interspersed by a series of individual reflective discussions, revealed how the presence of EAL students in the mainstream setting created tensions, the resolution of which shaped class teachers' professional identities. Tensions surfaced in data on class teachers' self-efficacy perceptions, selection of teaching roles, relations with support teachers and professional development priorities. These findings thus provide fresh insights into how new situations may impact on class teachers' self-identities. In particular, this investigation suggests the need for schools, teacher educators and policy makers to assist teachers in challenging, and indeed moving outside of the socially prescribed borders that have traditionally defined their professional identities within the school, in order to build shared practices and more collaborative ways of solving problems. (Contains 2 tables, 3 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10