Insights into Professional Development for Teachers of English Language Learners: A Focus on Using Students' Native Languages in the Classroom

Autor/inn/en	Kibler, Amanda K.; Roman, Diego
Titel	Insights into Professional Development for Teachers of English Language Learners: A Focus on Using Students' Native Languages in the Classroom
Quelle	In: Bilingual Research Journal, 36 (2013) 2, S.187-207 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2013.820226
Schlagwörter	Faculty Development; English Language Learners; English (Second Language); Teaching Methods; Teacher Attitudes; Attitude Change; Native Language; Online Courses; Language Role; Case Studies; Bilingual Teachers; Prior Learning; Knowledge Level; Program Descriptions; Educational Environment; California + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Online course; Online-Kurs; Case study; Fallstudie; Case Study; Vorkenntnisse; Wissensbasis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kalifornien
Abstract	This study examines factors impacting teacher learning during and after an online professional development program focused on teaching English language learners in U.S. schools. Research focused on nonbilingual K-12 teachers' changing perspectives on the role of students' native languages in classroom teaching and learning during and after the professional development program. Case studies of two teachers suggest that teachers who do not consider themselves bilingual do not necessarily hold negative views about native languages but that they require institutional support to move beyond "honoring" native languages to incorporating them into daily instruction. Further, institutional support for native-language use can be influential in changing teachers' practices and perspectives. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10