Cross-Cultural Perspectives on Teaching English as a Foreign Language to Children: A Multinational Survey

Autor/inn/en	Vroom, Sara J.; Seaman, Alan A.
Titel	Cross-Cultural Perspectives on Teaching English as a Foreign Language to Children: A Multinational Survey
Quelle	In: TESOL Journal, 5 (2014) 3, S.465-489 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.159
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Communities of Practice; Teaching Methods; Educational Trends; Online Surveys; Language Teachers; Needs Assessment; Foreign Countries; Textbooks; Stereotypes; Faculty Development; Teacher Collaboration; Asia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Community; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsentwicklung; Language teacher; Sprachunterricht; Bedarfsermittlung; Ausland; Textbook; Text book; Schulbuch; Lehrbuch; Klischee; Lehrerkooperation; Asien
Abstract	One of the most significant trends in contemporary English language teaching is the dramatic increase in English as a foreign language (EFL) programs for younger children (ages 3-12) in school systems throughout the world. These programs have created special challenges for teachers who are nonnative English speakers (NNES). To document the methodology of NNES teachers of younger children, the authors of this article created 14 classroom teaching videos which were embedded in a web-based survey. This survey was sent to EFL teachers of children in schools throughout Asia and Latin America as a needs analysis for teachers who would be participating in training programs related to an international textbook series. The results of this survey challenge the stereotypes about these teachers, deepen our understanding of their methodological practices, and provide models for professional development. Although some of the techniques were more familiar to the respondents than others, most of the teachers in this study indicated that they use a broad range of techniques within their local communities of practice. These teachers expressed their willingness to adopt the less familiar techniques if they were provided with appropriate materials and training. Finally, most of the teachers in this study favored collaborative, relational forms of professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10