A Novice Esl Teachers Experience Of Language Learning In France
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Author | : Christopher Ryan |
Publisher | : |
Total Pages | : 218 |
Release | : 2012 |
Genre | : Self-actualization (Psychology) |
ISBN | : |
"This thesis combines diary study with autoethnography to report an MATESL candidate's study abroad experience as an advanced learner of French. The writer summarizes language-learning experiences in Quebec and France while focusing on his second study abroad experience in France, where he encountered an educational system that was inconsistent with his training as a language teacher and his learning style as a language learner. He discusses challenges he faced in a language institute he was required to enroll in before he could matriculate in the university. Rote memorization and test preparation were the primary focuses of two classes, but the other three were more engaging. The author contrasts his teaching philosophy with the learning arrangements he experienced in his third study abroad experience. He concludes with a discussion of what he learned from the experience and how the learning environment influenced his future practices as a language teacher"--Document.
Author | : Thomas Sylvester Charles Farrell |
Publisher | : Equinox Publishing (UK) |
Total Pages | : 0 |
Release | : 2008 |
Genre | : Language teachers |
ISBN | : 9781845534028 |
Discusses the challenges and influences novice language teachers face when teaching in their first years. The volume outlines several detailed case studies of the experiences second/foreign language teachers during their first year of teaching in such contexts as the USA, Canada, Singapore, Cambodia, the UK, Italy, Europe, Hong Kong & Japan.
Author | : Juliana Othman |
Publisher | : Routledge |
Total Pages | : 181 |
Release | : 2019-08-08 |
Genre | : Education |
ISBN | : 0429780958 |
In their book, Othman and Senom provide a unique insight into the challenges faced by novice English as a Second Language (ESL) teachers and establish how mentoring can provide effective support for new teachers’ professional development. The book demonstrates the theoretical background for viewing mentoring as a process crucial to novice teachers’ development, particularly to the teachers’ ability to succeed and grow in a specific workplace environment. Using case studies from a Malaysian context, this book provides a comprehensive understanding of how mentoring can serve as a strategy to facilitate the transition of novice ESL teachers from a teacher education programme to life in real classrooms. Through its case studies, the book will examine both theoretical and practical issues for mentors, teacher educators, policymakers, and administrators when mentoring new ESL teachers. This book will be valuable to researchers who are particularly interested in exploring novice teachers’ identity development, and experienced teachers to help guide new teachers through the socialization process in their schools.
Author | : Maidy L. Giber |
Publisher | : |
Total Pages | : 560 |
Release | : 2010 |
Genre | : English language |
ISBN | : |
Author | : Marjorie Hall Haley |
Publisher | : Allyn & Bacon |
Total Pages | : 416 |
Release | : 2004 |
Genre | : Education |
ISBN | : |
This text examines second language pedagogy from two critical fields of literature: psycholinguistics and socio-cultural, offering a fresh perspective on interactive content-based language teaching and learning. Unique in its kind, this highly practical text offers more methodological approaches to teaching in ESL settings than any other book on the market, making it a perfect match for undergraduate pre-service teachers who are learning how to teach ESL students in their classrooms. Novice teachers will have the opportunity to interact with the text, reflect and consult with colleagues, partners, and classmates by being able to write in the text, revisit those responses, and view video clips on the Companion Website.
Author | : Wil Knibbeler |
Publisher | : Gunter Narr Verlag |
Total Pages | : 224 |
Release | : 1989 |
Genre | : Language acquisition |
ISBN | : 9783823340713 |
Author | : Celeste Kinginger |
Publisher | : John Benjamins Publishing |
Total Pages | : 356 |
Release | : 2013-07-31 |
Genre | : Language Arts & Disciplines |
ISBN | : 9027271836 |
The papers in this volume offer a sampling of contemporary efforts to update the portrayal of study abroad in the applied linguistics literature through attention to its social and cultural aspects. The volume illustrates diversification of theory and method, refinement of approaches to social interactive language use, and expansion in the range of populations and languages under scrutiny. Part I offers a topical orientation, outlining the rationale for the project. Part II presents six qualitative case studies adopting sociocultural, activity theoretical, postructuralist, or discourse analytic methodologies. The four chapters in Part III illustrate a variety of approaches and foci in research on the pragmatic capabilities of study abroad participants in relation to second language identities. The volume will be of interest to a broad audience of applied linguistics researchers, language educators, and professionals engaged in the design, oversight, and assessment of study abroad programs.
Author | : Diana Hiatt-Michael |
Publisher | : IAP |
Total Pages | : 146 |
Release | : 2007-08-01 |
Genre | : Language Arts & Disciplines |
ISBN | : 1607525968 |
The monograph Promising Practices for Teachers to Engage with Families of English Language Learners provides practical activities, communication skills, events, resources, and policies to work with families who are English language learners. This book is primarily targeted toward preservice and novice teachers who are searching for ways to connect with families from diverse cultures and varying proficiency levels in English. However, the contents contain an array of practices that are useful for teachers at all levels, parents, other educator groups, and administrators.
Author | : Mark Wyatt |
Publisher | : Taylor & Francis |
Total Pages | : 197 |
Release | : 2024-02-20 |
Genre | : Education |
ISBN | : 1003853293 |
Building the Self-Efficacy Beliefs of English Language Learners and Teachers explores, juxtaposes and bridges two fields of research that have developed separately: the self-efficacy beliefs of English language learners and the self-efficacy beliefs of English language teachers. The aim is to expand understanding in each field and highlight how the two areas can mutually inform each other. This should encourage fresh perspectives, providing direction for researchers, and improving learning, teaching, and teacher education. Empirical research suggests that English language learners and teachers who believe they can fulfil a task are more likely to succeed than those who believe they cannot. Based on a deep understanding of how self-efficacy beliefs are formed and developed, this book illustrates how such beliefs can be supported and researched amongst English language learners and teachers. Bringing together the work of educators and researchers working in contexts including Algeria, Bulgaria, Canada, China, Iran, Israel, Japan, Türkiye, the UK, the USA, and Vietnam, this volume includes meta-analyses largely focusing on quantitative data and empirical studies employing qualitative approaches and mixed methods. Studies included examine factors impacting the development of language teachers’ self-efficacy beliefs and investigate domain-specific dimensions of the self-efficacy beliefs of English language learners and teachers. This rigorous and original volume will appeal to an international readership of scholars, teachers, teacher educators, and researchers with interests in language education, teacher education, TESOL, linguistics, and educational psychology.
Author | : Numa Markee |
Publisher | : John Wiley & Sons |
Total Pages | : 560 |
Release | : 2015-06-22 |
Genre | : Language Arts & Disciplines |
ISBN | : 1118531124 |
Offering an interdisciplinary approach, The Handbook of Classroom Discourse and Interaction presents a series of contributions written by educators and applied linguists that explores the latest research methodologies and theories related to classroom language. • Organized to facilitate a critical understanding of how and why various research traditions differ and how they overlap theoretically and methodologically • Discusses key issues in the future development of research in critical areas of education and applied linguistics • Provides empirically-based analysis of classroom talk to illustrate theoretical claims and methodologies • Includes multimodal transcripts, an emerging trend in education and applied linguistics, particularly in conversation analysis and sociocultural theory