Teacher Education and Professional Development Commons^™

Applying Encoding And Retrieval Techniques To Chinese Rhyme Reading In Advanced Placement Chinese Instruction, Nan Wang

The Nebraska Educator: A Student-Led Journal

Learning Chinese as a foreign language is increasingly prevalent in public school districts in the U.S. As ACTFL (2011) reported, an increasing number of enrollments of Advanced Placement Chinese courses indicate a growing demand for Chinese language courses in U.S. public school districts (ACTFL, 2011; ACTFL, 2017). AP foreign language exams indicate that students from the mainstream culture in the U.S. do not perform as well as racial minority test takers (Brown & Thompson, 2016). Therefore, implementing appropriate teaching strategies in a student-centered foreign language environment is a desperate need. This is a pragmatic instructional design proposal, which emphasizes the …

The Congruity/Incongruity Of Efl Teachers’ Beliefs About Listening Instruction And Their Listening Instructional Practices, Mohammad Nabi Karimi, Mostafa Nazari

Australian Journal of Teacher Education

While research on EFL teachers’ beliefs and the realization of these beliefs in their classroom practices has recently gained momentum in the field of applied linguistics, the study of teachers’ beliefs as they relate to listening has received insufficient attention in the literature. This study was conducted to investigate Iranian EFL teachers’ beliefs about listening and their beliefs-driven instructional practices. To this end, a listening beliefs questionnaire was administered to a total of 85 teachers (BA= 49, MA= 36), followed by classroom observation of 12 teachers (6 teachers per group) who were given an audio to teach. The results revealed …

What Efl Student Teachers Think About Their Professional Preparation: Evaluation Of An English Language Teacher Education Programme In Spain, Juan De Dios Martínez Agudo

Australian Journal of Teacher Education

Given the importance of programme evaluation in the EFL teacher education, this research paper of exploratory-interpretive nature mainly focuses on both strengths and weaknesses identified through the analysis and/or critical evaluation of an EFL teacher education programme carried out in Spain. Both quantitative and qualitative research methodologies were used in the study. The current TEFL programme has several strengths, but also certain significant shortcomings in light of the high percentage of undecided responses. The TEFL programme was evaluated positively by participant student teachers in general, in terms of pedagogic competence and promotion of reflection, although more input on English proficiency …

The Contextual Motivational Conditions For L2 Pedagogy: A Case Study From The Arabian Gulf, Muhammad Athar Shah

Australian Journal of Teacher Education

This article reports on a mixed-method research study into situated motivational conditions available for the English language (L2) pedagogy at a university in Saudi Arabia. The current study evaluated the L2 Learning Experience of the students by focusing on the key contextual factors that included teachers’ pedagogical practices, group dynamics in the classrooms, and English language course. Framed within the interpretive paradigm, the study utilised a structured questionnaire, followed by open-ended interviews with purposefully chosen language learners for data collection. The conceptual framework of the study was based on Dornyei’s (2005, 2009) L2 Motivational Self System – one of the …

Exploring Models Of Team Teaching In Initial Foreign/Second Language Teacher Education: A Study In Situated Collaboration, Malba Barahona

Australian Journal of Teacher Education

The demonstrable potential of team teaching as a productive mechanism for developing collaborative teacher learning is now broadly understood in the field of teacher education. However, there is less evidence of the use of such collaborative teaching as a means of strengthening initial foreign/second language teacher education. This paper reports on the findings of a multiple case study in Chile that explored team teaching in a foreign language teacher education program. The study is illuminated through the lens of cultural historical activity theory framework (CHAT) and draws on the analysis of semi-structured interviews, work shadowing observations and reflections. The outcomes …

Global Competence Survey Development, Kathryn Brantley Todd

Theses and Dissertations--Education Sciences

The research objective for this dissertation study was to build a preliminary survey that would, in its final form, allow educators and administrators to establish baseline information on individuals’ global competence characteristics prior to instruction, cross-cultural experience, international study or collaboration. A secondary aim concerned length: The intent was to keep the eventual final survey at 15 minutes or less to make it adaptable to a variety of settings. The researcher extracted terms and phrases from existing global competence definitions (e.g., Boix-Mansilla, Jackson, Asia Society & Council of Chief State School Officers, 2011; Hunter, 2005), related literature (e.g., Lambert, 1994), …

The Challenge Of Chinese Character Acquisition: Leveraging Multimodality In Overcoming A Centuries-Old Problem, Justin Olmanson, Xianquan Chrystal Liu

Department of Teaching, Learning, and Teacher Education: Faculty Publications

For learners unfamiliar with character-based or logosyllabic writing systems, the process of developing literacy in written Chinese poses significantly more obstacles than learning to read and write in a second language like Portuguese or Cherokee. In this article we describe the linguistic nature of Chinese characters; we outline traditional and new media approaches to Chinese character acquisition; we unpack how multimodal technologies combined with computational linguistics might be used to provide new types of support for Chinese character learning; and we offer a design that incorporates several of these concepts into a digital writing support tool that could work as …

Online Professional Learning For Science Teachers Of Multilingual Learners, Kara Viesca, Elizabeth Mahon, Christopher D. Carson, The Ecallms Team

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In its 2009 position statement Science for English Language Learners, the National Science Teachers Association (NSTA) recommended “that teacher preparation and professional development programs for teachers, regardless of area of certification, focus on science content and pedagogy for English language learners” (p. 2). Since that time, widespread adoption of both English language developments standards such as WIDA (https://www.wida.us) and comprehensive, rigorous science standards such as NGSS (http://www.nextgenscience.org) have provided extensive support in describing what bilingual students can and should be doing in science. While most science teachers have access to professional development to support the teaching …

Teaching Abroad And Implementing Culturally Appropriate Instructional Practices, Denise Ryan Mason

Walden Dissertations and Doctoral Studies

The increasingly diverse population of the United States is reflected in classrooms across the country. Teachers often struggle with understanding students' cultural differences in the classroom and therefore also struggle with implementing culturally appropriate instructional strategies. The results of this study provide educational leaders with a viable option to enhance intercultural competence for implementing culturally appropriate instructional practices through the experiences gained in teaching abroad programs like Apufram International. This exploratory case study investigated how teaching experiences abroad contributed to implementing culturally diverse instruction in multicultural classroom settings. The multicultural educational theory of Banks was the theoretical framework used for …

Impact Of Childcare Center Programs On Reading Achievement Of English Language Learner Students, Valerie Keil

Walden Dissertations and Doctoral Studies

Some children struggle to learn the academic skill of reading. Providing effective assistance to struggling students, especially to English Language Learners (ELLs), can be a challenge for teachers. The purpose of this study was to examine the impact of childcare programs on the reading achievement of ELLs in kindergarten and first grade. Vygotsky's sociocultural theory along with developmentally appropriate practices constituted the theoretical framework. The overarching research question examined differences in overall reading achievement of ELLs based on the completion of formal childcare programs. A causal-comparative design was used with a cluster sample drawn from a United States federal database …

Teachers' Perceptions In Developing Robust Vocabulary Instruction At An American International School, Cathleen S. M. Lee

Walden Dissertations and Doctoral Studies

At an international school in Taiwan, English learners have struggled to meet the U.S. national average in vocabulary on standardized testing instruments. This problem has become more significant since 2009. The purpose of this research was to conduct a case study on successful vocabulary teachers to determine their perceptions of effective teaching. Knowles' andragogy, Brookfield's self-directed, experiential learning, and Vygotsky's social constructivist framework provided the conceptual framework for this study. The research questions focused on teachers' perceptions of why they were successful in teaching vocabulary in English. The study site had access to quantitative data regarding previous standardized testing results; …

How Whiteness Is Preserved: The Racialization Of Immigrants & Assimilation In Education, Hadiel Mohamed

Capstone Collection

This research aims to answer how educators can incorporate ethnic/racial identity development in the classroom for youth of color who are driven to pursue Whiteness. This quest begins by understanding Whiteness and its role within ethnic/racial identity and educational systems. The societal avoidance of discussing race furthers the perpetuation of Whiteness as the norm and removes the value of marginalized histories and voices. We can witness the preservation of Whiteness through immigration laws, the void of ethnic/racial identity exploration in schools, and the mono-cultured representation in classrooms. Therefore, this research explores assimilation and the racialization of immigrants through a macro-, …

Relative Importance Of Anxiety And Motivational Variables In Predicting Language Achievement For College Learners Of Chinese, Qi Wang

Doctoral Dissertations

The growing worldwide enthusiasm in learning Chinese calls for more research on learner characteristics in Chinese classrooms to better inform teaching practice. Language anxiety, which falls under the umbrella of learner’s affect, is considered an important affective aspect that negatively influences language learning and acquisition. As research on language anxiety mainly focused on the learning of Western languages, this study constitutes an initial attempt to investigate anxiety in the learning of Chinese through the testing of a structural model. The purpose of the study was to examine the relative importance of language anxiety in predicting Chinese achievement when motivation, integrativeness, …

Teaching In A Mixed Secondary Spanish Classroom: A Case Study Of Strategies And Successes Of Minnesota Teachers, Meredith Gunderson

All Graduate Theses, Dissertations, and Other Capstone Projects

The population of Spanish heritage language learners is increasing throughout the state of Minnesota. This change in demographics impacts schools in a variety of ways; one such consequence is the creation of classes for Spanish for Native Speakers in locations with high Latino populations. However, in most locations, such programs currently do not exist, resulting in Spanish heritage language learners enrolling in Spanish foreign language classes. These classrooms, called mixed classes due to the combination of second language learners and Spanish heritage language learners in the same classroom, pose a unique challenge to the foreign language instructors. This qualitative multiple …

Instructional Strategies That Promote Cultural Competence In Nutrition And Dietetics Education, Cecile Adkins

Walden Dissertations and Doctoral Studies

Changing demographics in the United States to a minority-majority culture require health care professionals who are culturally competent to provide appropriate care to patients. In a university in the Mid-Atlantic region of the United States, a gap existed between student education and the culturally competent professional practice of entry-level registered dietitians. Using Freire's notion of social justice and Vygotsky's constructivist theory as the conceptual frameworks, the purpose of this study was to explore educators' instructional strategies that promoted cultural competence in nutrition and dietetics education. The research questions examined how educators described the instructional practices they employed to promote cultural …

Elementary Instructional Best Practices For English As Secondary Language Teachers, Terrance Michael Bigley

Walden Dissertations and Doctoral Studies

A trending national concern is the increasing number of English language learners (ELL) who are being reclassified as long-term English language learners (LTELL) instead of progressing to the general education classroom. This trend is a local problem for the study elementary schools. Guided by sociocultural learning theory that outlined ESL best instructional practices, the purpose of this case study was to examine the instructional practices of elementary ESL teachers. Ten ESL teachers from each grade level from 1st to 5th grades were interviewed and observed. Analysis and organization of the data through its transcription and coding led to the emergence …

“I Learned Quite A Lot Of The Maths Stuff Now That I Think Of It”: Māori Medium Students Reflecting On Their Initial Teacher Education, Ngārewa Hāwera, Merilyn Taylor

Australian Journal of Teacher Education

Research involving preservice or initial teacher education (ITE) indicates that mathematics education is a vital component of study. Little is known however, of indigenous student views of their compulsory mathematics education courses for a teaching degree. This research contributes to that knowledge space as it explores Māori medium ITE students’ perceptions of mathematics education in Aotearoa New Zealand. A thematic and qualitative analysis of a focused group discussion provides insights into key factors that students reported as significant links between their university and practicum experiences (teaching practice in schools). Some suggestions for strengthening that programme were also expressed. Findings indicate …

Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning In A Teacher Education Programme, Jocelyn M. Howard, Adèle Scott

Australian Journal of Teacher Education

Ongoing developments in e-learning, improved internet accessibility and increased digital citizenry provide exciting opportunities to integrate effective classroom pedagogies with online educational technologies, creating mixed-mode courses to enhance student engagement and facilitate greater autonomous learning. This research examines pre-service teacher education students’ perceptions of the effectiveness of experiential and digitally-mediated tools which take them beyond the constraints of traditional lecture-type delivery. Quantitative and qualitative results from distance and face-to-face cohorts show the value the students ascribe to tools employed in a modified language course. These are discussed in relation to reported changes in students’ proficiency in the target language and …

Evaluating The Attitudes Of Preservice Teachers Toward Multicultural Competence, Angela D. Marshall

Theses and Dissertations

Changes in the ethnicity of the student population across the nation necessitated a change in teacher education curricula. This explanatory, sequential, mixed-method study examined how a group of preservice teachers viewed the importance of multicultural competence before and after student teaching. Specifically, an evaluation of preservice teachers’ attitudes about their own multicultural preparedness was made prior to and after being given full responsibility for an ethnically diverse classroom.

The study employed quantitative and qualitative measures to assess preservice teachers’ levels of multicultural competence as well as their awareness of self-perceptions of multicultural competence that contribute to attitudes toward teaching an …

Living And Teaching For Social Justice: Teacher Educators' Stories And Experiences, Courtney Kay Clausen

Dissertations and Theses @ UNI

In the United States, the population of students’ with diverse racial/ethnic, linguistic, and economic backgrounds is on the rise, while teachers entering the field of education continue to be White or of European decent, monolingual, and female. These experiential differences between students and teachers can result in a demographic gap, where teachers struggle to meet the needs of all learners due to misperceptions, stereotypical beliefs, and biases. Educational scholars have called for the integration of social justice education into teacher preparation programs in order to assist preservice teachers in challenging their perceptions of students, to challenge the existing inequitable educational …

Using Dif To Monitor Equivalence Of Translated Tests In Large Scale Assessments: A Comparison Of Native Speakers In Their Primary And The Test’S Source Language, Jorge Carvajal Espinoza

TAPESTRY

This study utilized a Differential Item Functioning (DIF) methodology for examining translated tests wherein all the examinees have the same native language -the target language of the translation- in order to provide information about the psychometric equivalence of the original and translated versions of the tests at item level. This study has also found possible explanations for translation DIF in certain types of items.

Language Policy And The Preparedness Of Mainstream Teachers For Serving Els In K-12 Classrooms, Laureen A. Fregeau, Robert D. Leier

TAPESTRY

English language learners (ELs) numbers are increasing steadily in classrooms across the United States. Some southeastern states have seen more than a 200% EL student increase in recent years (Migration Policy Institute, 2010). Since the inception of No Child Left Behind (NCLB) and especially since Title I “flexibility” revisions, responsibility for educating ELs has shifted from ESOL and bilingual teachers to primarily mainstream teachers. States that have opted out of NCLB under flexibility revisions are no longer as accountable to the U. S. Department of Education for the education of ELs. States and school districts are no longer required to …

Book Review, Nooshan Ashtari

TAPESTRY

Text: Nutta, J. W., Mokhtari, K., & Strebel, C. (2012). Preparing every teacher to reach English learners. Cambridge, MA: Harvard Education Press.

An Esol Curricular Model: Infuse Esol Standards In Teacher Education, Deborah L. Wheeler, Jane M. Govoni

TAPESTRY

Florida approved teacher preparation programs provide coursework in English to Speakers of Other Languages (ESOL) based on a mandate that began for graduates in 2004; however, there are few studies on the effects of an ESOL integrated model. The data show that an ESOL-infused program effectively prepares teacher candidates in demonstrating ESOL standards. The data were applied to a Likert scale and the results revealed that the program ranked between the ranges of average and exceeds expectations. The results will foster further research on a larger scale on ways to effectively prepare teacher candidates to work with English learners (ELs).

Accommodations And English Learners: Inconsistencies In Policies And Practice, Florin M. Mihai, N. Eleni Pappamihiel

TAPESTRY

This article outlines the results of a survey of all the large-scale testing accommodations used with English learners across the United States, addressing the increasing challenge of integrating this population into a state’s accountability system in a valid and reliable manner. This examination of accommodation policies used in standardized content area assessments reveals that there is little consistency across states with regard to testing accommodations for ELs in providing accommodations when ELs are tested in academic content areas.

Editors' Note, Tapestry Staff

TAPESTRY

Editors' Note of the Special Issue, 2014

Acknowledgement Note, Tapestry Staff

TAPESTRY

A Thank You Note from the editorial team

Book Review, Joe Terantino, Susanne Kelley

TAPESTRY

Stanley, G. (2013). Language learning with technology: Ideas for integrating technology in the classroom. Cambridge, Massachusetts: Cambridge University Press.

Literacy In Our Lives, Past, Present And Future: Exploring Digital Stories By Uae Pre-Service Teachers, Patience A. Sowa

TAPESTRY

The purpose of this research study was to examine how pre-service teachers in a college of education in the United Arab Emirates (UAE) used multimodal digital storytelling to explore their language and literacy learning experiences in Arabic and English. Twenty-one pre-service teachers participated in this qualitative study. Drawing on the digital stories, reflection papers and open-ended surveys as data, the study explored the pre-service teachers’ bilingual literacy language experiences and how they created their digital stories. Emerging themes included early experiences in language and literacy learning at home and at school, and expanded notions of literacy. The memoirs offered a …

Toward Integrative Call: A Progressive Outlook On The History, Trends, And Issues Of Call, Kasumi Yamazaki

TAPESTRY

With the advancement of technology now allowing complex and intricate simulation gaming and virtual reality (VR), current trends and issues in language learning extend their research on the topic of digital literacy, aiming to find the ways in which the use of technology fosters, or perhaps hinders, overall performance of language learning. While there have been many published articles that claim the successful utilization of technology and digital media into the classroom, there are considerably few that deliver a successful integration of theory into practice. To address this issue, this paper provides a historical review of Computer-Assisted Language Learning (CALL), …