Preparing Adult Educators: The Need to Develop Communicative Language Teaching Skills in College-Level Instructors

Autor/in	Shawer, Saad
Titel	Preparing Adult Educators: The Need to Develop Communicative Language Teaching Skills in College-Level Instructors
Quelle	In: Journal of Literacy Research, 45 (2013) 4, S.431-464 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X13504868
Schlagwörter	Teaching Skills; Communicative Competence (Languages); Participant Observation; Case Studies; Interviews; Adult Educators; Educational Practices; Classroom Techniques; Teaching Methods; English (Second Language); Curriculum Design; Teacher Education Curriculum; Educational Theories; Instructional Effectiveness; Pedagogical Content Knowledge; Qualitative Research; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teilnehmende Beobachtung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrplangestaltung; Educational theory; Theory of education; Bildungstheorie; Unterrichtserfolg; Pädagogische Kompetenz; Qualitative Forschung
Abstract	This paper examines why communicative language teaching (CLT) fails to improve student learning in certain contexts by assessing two adult educators' communicative and noncommunicative practices through qualitative case studies, interviews, and participant observations. Results show no inherent CLT problems that prevent teachers from grasping CLT theory and transforming it into classroom practices. Communicative classroom practices lead to significant improvements in student communicative competence and four skills, whereas noncommunicative practices bring about poor student learning outcomes. Moreover, noncommunicative teaching incurs negative consequences for teachers and students more than traditional pattern-drill instruction. The study points to the teachers for CLT failures in certain contexts and recommends CLT to underpin English as a foreign language/English as a second language (EFL/ESL) curriculum and instruction, alongside changes in adult educator preparation programs and in-service teacher training. To avoid noncommunicative instruction, policymakers and initial and in-service teacher training programs should offer communicative training that mixes and balances theory and practice, and should monitor teacher cognition and behavior in actual classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10