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Full-Text Articles in Language and Literacy Education
The Case For Grammar: What Preservice Teachers Need To Know About Metalinguistic Awareness, Aimee Schoonmaker, Kerry L. Purmensky
The Case For Grammar: What Preservice Teachers Need To Know About Metalinguistic Awareness, Aimee Schoonmaker, Kerry L. Purmensky
Journal of English Learner Education
The present study focused on preservice teachers’ grammar knowledge and its importance for their future students’ understanding and use of language, particularly English Learners. This quasi-experimental one-group pretest-posttest study investigated the grammar knowledge of preservice teachers who were enrolled in an undergraduate applied linguistics course at an urban university in the southern United States. The results confirmed prior research which found that preservice teachers are not knowledgeable enough about English grammar when explaining sentence level errors. This study demonstrated that preservice teachers’ basic understanding of English grammar can be increased in a short time, particularly in the recognition of simple …
Spotlight On Using Mentor Texts In Writing Instruction: Turning To Books For Ideas, Dana Sudhoff
Spotlight On Using Mentor Texts In Writing Instruction: Turning To Books For Ideas, Dana Sudhoff
Certificate of Advanced Studies (CAS) in Literacy
Researchers have found a connection between reading and writing instruction and the benefits the instruction has on students’ reading comprehension and writing expression. The purpose of this action research study was to explore the effectiveness of the use of mentor texts on the writing of 22 students in grade 3. Curricular methodology consisted of selected trade books used as mentor texts to represent the various genres and natural language structures inherent within children’s books so that students had consistent models of good writing as they attempted to emulate various authors’ styles of writing. Data collection consisted of a teacher-made questionnaire …
Experiential Teacher Education – Preparing Preservice Teachers To Teach English Grammar Through An Experiential Learning Project, Jackie F. K. Lee
Experiential Teacher Education – Preparing Preservice Teachers To Teach English Grammar Through An Experiential Learning Project, Jackie F. K. Lee
Australian Journal of Teacher Education
The paper explores and describes the kinds of learning attained by a group of Hong Kong preservice teachers who worked collaboratively to develop online grammar teaching resources for school teachers worldwide. Based on the quantitative and qualitative data collected during the ongoing collaboration, lesson tryouts, and post-project evaluation, the project results reflect the value of experiential learning in preservice teacher education. The themes that detail the student teachers’ experiences include textbook evaluation, professional knowledge, core competencies of teachers, and understanding of English language teaching outside the Hong Kong context.