In-Service Teachers' Perspectives on Adolescent ELL Writing Instruction

Autor/inn/en	Kibler, Amanda K.; Heny, Natasha A.; Andrei, Elena
Titel	In-Service Teachers' Perspectives on Adolescent ELL Writing Instruction
Quelle	In: TESOL Journal, 7 (2016) 2, S.350-392 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.211
Schlagwörter	Inservice Teacher Education; Teacher Attitudes; Writing Instruction; English Language Learners; Secondary School Teachers; Focus Groups; Followup Studies; Interviews; Language Arts; English (Second Language); Expertise; High Stakes Tests; Grading; Student Placement; Progress Monitoring; Ecological Factors; Teaching Methods; Adolescents + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Lehrerverhalten; Schreibunterricht; Follow-up studies; Kontaktstudium; Interviewing; Interviewtechnik; Sprachkultur; English as second language; English; Second Language; Englisch als Zweitsprache; Expert appraisal; Notengebung; Schulnote; Schülerpraktikum; Ökologischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	As writing has assumed increasing importance in discussions of pedagogy for diverse classrooms, attention to the contexts in which secondary teachers develop and implement writing instruction for adolescent English language learners (ELLs) is of great importance. Drawing on ecological language learning theories and situated teacher learning theory (van Lier, 2003; Borko, 2004), the authors present findings from participants in a focus group (N = 10) and follow-up interviews (N = 6) conducted with a set of secondary English language arts and English as a second language (ESL) teachers. Within overlapping institutional/professional and pedagogical contexts, teachers identified teacher expertise, high-stakes testing, classroom assessment and grading, placement and tracking, and disciplinary disconnects as the ecological factors most influential in their instructional choices related to ELL writers. Implications of these findings for research and teacher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01