English Language Learners: Experiences of Teachers of Students with Visual Impairments Who Work with This Population

Autor/inn/en	Topor, Irene; Rosenblum, L. Penny
Titel	English Language Learners: Experiences of Teachers of Students with Visual Impairments Who Work with This Population
Quelle	In: Journal of Visual Impairment & Blindness, 107 (2013) 2, S.79-91 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
Schlagwörter	Knowledge Level; Educational Strategies; Teaching Methods; Visual Impairments; English (Second Language); Foreign Countries; Second Language Learning; English Language Learners; Braille; English Instruction; Knowledge Base for Teaching; Language of Instruction; Online Surveys; Teachers; Measures (Individuals); Canada; United States + Suchen Sie Ihr Suchwort? Wissensbasis; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Visual handicap; Sehbehinderung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Zweitsprachenerwerb; English langauage lessons; Englischunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Teaching language; Unterrichtssprache; Lehrer; Lehrerin; Lehrende; Messdaten; Kanada; USA
Abstract	Introduction: This article presents a study that gathered data from 66 teachers of students with visual impairments about their preparation to work with children who are visually impaired and are learning English, and their knowledge of instructional strategies and methods of instruction. Methods: An online five-part survey was available to teachers of students with visual impairments in the United States and Canada for a month-long period in the spring of 2012. Results: The 66 participants had various levels of knowledge of strategies for teaching English language learners. Many used common instructional strategies for English language learning when meeting their students' learning needs. When they taught braille to the students, they almost always taught in English. Thirty percent of the teachers did not feel qualified to work with students who are visually impaired and English language learners. Discussion: The participants were rich in their knowledge of strategies for teaching English, indicating that this group of self-selected individuals may have chosen to participate because the topic was of interest to them. Two-thirds of them felt qualified to work with students who are visually impaired and English language learners. Implications for practitioners: Teachers of students with visual impairments are often knowledgeable about educational strategies used with students who are learning English. They reported an overlap in strategies used with students who are visually impaired and students who are English language learners. When they teach braille, they most often do so in English braille. There is a need to duplicate this study with a wider cross section of teachers of students with visual impairments to ensure that the data reported here are representative of the population. (Contains 3 tables.) (As Provided).
Anmerkungen	American Foundation for the Blind. 11 Penn Plaza Suite 300, New York, NY 10001. Tel: 800-232-5463; Tel: 212-502-7600; e-mail: afbinfo@afb.net; Web site: http://www.afb.org/store
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10