scholarly journals Preservice teacher learning for supporting English language learners to make sense of mathematics

2015 ◽  
Author(s):  
◽  
Ji Yeong I
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
English Language ◽  
Positive Influence ◽  
Teacher Preparation Program ◽  
Making Sense ◽  
Mathematical Problems ◽  
Practical Experiences

This study examines how future mathematics teachers support English language learners (ELLs) when making sense of mathematical problems with complicated language use. In this study, three middle school mathematics prospective teachers, who enrolled in a university-based teacher preparation program, worked with ELLs in one-on-one settings while learning various ELL teaching strategies. The strategies they implemented when working with ELLs were analyzed through various sources such as written lesson plans, videotaped teaching practices, and written reflections. As time evolved, all of the teachers began to apply life-connection strategies and to integrate various visuals closely connected to mathematical situations into their lessons, which they learned during the interventions. They showed a positive influence from the interventions although their use of strategies were limited. This study suggest that mathematics teachers need to have significant preparation infused with practical experiences and examples in order to design a linguistically and conceptually rich lesson while making meaningful connections between mathematics and ELLs' experiences.

Language policy and teacher preparation: The implications of a restrictive language policy on teacher preparation

2013 ◽  
Vol 4 (1) ◽  
pp. 83-104 ◽  
Author(s):  
M. Beatriz Arias ◽  
Terrence G. Wiley
Keyword(s):  
English Language Learners ◽  
Teacher Preparation ◽  
Language Policy ◽  
Language Learners ◽  
Prospective Teachers ◽  
English Language ◽  
Applied Linguistics ◽  
The United States ◽  
The State ◽  
Restrictive Language Policy

AbstractApplied linguistics, with its sub-domains of language planning and policy can make significant contributions to language teaching. In order to explore this issue, the authors focus on the contested arena of language minority instruction in the United States. Attention is given specifically to the state of Arizona, where, recently, its educational policies have captured national and even international attention. Of particular concern is Arizona's implementation of a restrictive language policy for the instruction of English Language Learners (ELLs). The authors present a framework for reviewing the relationship between language policies and teacher preparation. Applying this framework to Arizona's teacher preparation for ELLs, we find that the state sanctioned curriculum transmitted a deficit view of students who speak a language other than English and provided prospective teachers with few alternative approaches for their instruction. In response this outcome, the authors recommend that applied linguistics content needs to be embedded within teacher preparation.

scholarly journals Addressing the Teaching of English Language Learners in the United States: A case study of teacher educators’ response

2017 ◽  
Vol 26 (1) ◽  
Author(s):  
Heidi L. Hallman ◽  
Hannah R. Meineke
Keyword(s):  
Teacher Education ◽  
English Language Learners ◽  
Language Learners ◽  
Prospective Teachers ◽  
English Language ◽  
Teacher Educators ◽  
Nationwide Survey ◽  
The United States ◽  
Core Content

This article discusses teacher educators’ response to the issue of preparing prospective teachers in core content areas to be teachers of English language learners. In the case study we present in the article, the views of English language arts teacher educators, as analyzed from a nationwide survey of the teaching of English, are articulated. As a follow-up to the survey, focus groups were conducted with a sub-section of survey respondents. Findings indicate that, although the teaching of ELLs is viewed as a priority for teacher education, the field has yet to determine how to adequately address program coherence and partnership approaches to teaching ELLs within pre-service teacher education.  

scholarly journals Examination of Pre-service Teacher’s Training through Tutoring Approach

2017 ◽  
Vol 5 (2) ◽  
pp. 1 ◽  
Author(s):  
Hsiao-ping Wu ◽  
Myriam Jimena Guerra
Keyword(s):  
English Language Learners ◽  
Teacher Preparation ◽  
Language Learners ◽  
Cultural Sensitivity ◽  
English Language ◽  
Teacher Education Program ◽  
The United States ◽  
Teacher Preparation Program ◽  
Qualitative Research Design ◽  
The Impact

Pre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of tutoring approach on pre-service teachers’ skills to work with English language learners through a qualitative research design. Content analysis was used at the thematic level on student journals written to accompany the semester-long experience of tutoring. Thirty pre-service teachers participated and data was collected from 300 written journal reflections for two semesters. Overall, the pre-service teachers gained an understanding of challenges of working ELLs and other positive impacts through tutoring. The findings suggest that pre-service teachers have perceived value of the use of tutoring approach in the teacher preparation program, use of strategies during field-based experiences, instructional realizations, cultural sensitivity, and professionalism. This paper concluded by discussing the need for teacher education program to assist pre-service teachers to assimilate pedagogies and apply through a tutoring approach.

ELF-aware pre-service teacher education: practices and perspectives

ELT Journal ◽  
2020 ◽  
Vol 74 (4) ◽  
pp. 453-462
Author(s):  
Esma Biricik Deniz ◽  
Elif Kemaloglu-Er ◽  
Yonca Ozkan
Keyword(s):  
Teacher Education ◽  
English Language Learners ◽  
Language Learners ◽  
Prospective Teachers ◽  
English Language ◽  
Teaching Practice ◽  
English Language Teaching ◽  
Pre Service Teacher Education ◽  
Theory Practice Gap ◽  
Pre Service Teacher

Abstract English as a lingua franca (ELF) is a recent paradigm in ELT which acknowledges non-native varieties in their own right and NNSs as having their own unique characteristics rather than assessing them against an NS benchmark. Despite the changing needs of today’s English language learners, there is little research on how to integrate ELF into pre-service teacher education programmes and English language teaching practice since there is a theory–practice gap due to lack of clear pedagogical descriptions and concrete classroom-driven data. This study presents an intensive educational model for pre-service teachers aiming to raise their awareness of the pedagogy of ELF, synthesizing theory with practice. It investigates how prospective teachers exposed to the ELF-aware teacher education model integrated ELF into their teaching and their viewpoints about the process. The entire process has been reported to contribute significantly to the participants’ professional development as well as presenting several challenges.

scholarly journals Effects of Tasks on Spoken Interaction and Motivation in English Language Learners

2016 ◽  
pp. 34-55
Author(s):  
Nubia Patricia Carrero Pérez
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Positive Influence ◽  
Learning And Teaching ◽  
Tenth Grade ◽  
Spoken Interaction ◽  
Oral Interaction ◽  
Or Task

Task based learning (TBL) or Task based learning and teaching (TBLT) is a communicative approach widely applied in settings where English has been taught as a foreign language (EFL). It has been documented as greatly useful to improve learners’ communication skills. This research intended to find the effect of tasks on students’ spoken interaction in English and motivation towards speaking English in the classroom. Thirty-five adolescent tenth grade students from a public school in Bogota, Colombia, participated in the study. They reported positive influence of tasks in their English oral interaction improvement as well as on their motivation towards speaking English in the classroom.

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