Empowering English Teachers to Be Grammar 'Experts' and Coursebook Analysts via Perusall

Autor/in	Tavares, Nicole Judith
Titel	Empowering English Teachers to Be Grammar 'Experts' and Coursebook Analysts via Perusall
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 54 (2023) 2, S.517-536 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tavares, Nicole Judith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/00336882231185230
Schlagwörter	Language Teachers; Teacher Empowerment; Textbook Content; Content Analysis; Foreign Countries; Computer Uses in Education; Computer Software; Computer Mediated Communication; Cooperative Learning; Documentation; Graduate Students; Teacher Education; Second Language Learning; Synchronous Communication; Asynchronous Communication; Grammar; Specialists; Professional Autonomy; Educational Innovation; Hong Kong + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Lehrbuchtext; Inhaltsanalyse; Ausland; Computernutzung; Computerkonferenz; Kooperatives Lernen; Dokumentation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrerausbildung; Lehrerbildung; Zweitsprachenerwerb; Grammatik; Berufsfreiheit; Instructional innovation; Bildungsinnovation; Hongkong
Abstract	Perusall, a web-based collaborative reading platform characterised by its social annotation functionalities, was introduced in a postgraduate teacher-training language-awareness course in Hong Kong during the shift to online teaching and learning brought about by the global COVID-19 pandemic. Tasks were designed on Perusall to engage the participants in reading the literature and references on grammar and lexis teaching and in analyses of coursebook materials and classroom-teaching excerpts. In this article, I discuss why Perusall was adopted, the pedagogic innovations at different stages, the impact this had on sharpening participants' teacher language awareness, and the implications this has for both teacher education and language learning. I aim to highlight how autonomy can be fostered via effective task design and student-centred pedagogies. I maintain that it is not just the platform that matters but how Perusall is utilised with a strategic blend of synchronous and asynchronous classroom activities and instructor intervention to promote teacher language-awareness gains and the empowerment of teachers as grammar specialists and critical coursebook analysts and users. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01