Creative Collaborations in Adult ESL Classrooms: Three Community Language Tutors' Pre-Understandings, Contradictions, and Growth Points

Autor/in	Shufflebarger, Amanda
Titel	Creative Collaborations in Adult ESL Classrooms: Three Community Language Tutors' Pre-Understandings, Contradictions, and Growth Points
Quelle	In: L2 Journal, 13 (2021) 1, S.40-63 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-0222
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Volunteers; Tutors; Creative Teaching; Language Teachers; Adult Education; Case Studies; Grammar; Teaching Methods; Immigrants; Refugees; Attendance; Fatigue (Biology); Teacher Attitudes; Psychological Patterns; Professional Isolation; Metacognition; Dialogs (Language); Teacher Education; Literacy Education; Lesson Plans + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Freiwilliger; Förderlehrer; Lehrender; Tutor; Creative thinking; Teaching; Kreatives Denken; Unterricht; Language teacher; Sprachunterricht; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Case study; Fallstudie; Case Study; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Immigrant; Immigrantin; Immigranten; Flüchtling; Anwesenheit; Fatigue; Ermüdung; Lehrerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Dialog; Dialogs; Dialogue; Dialogues; Lehrerausbildung; Lehrerbildung; Lesson planning; Unterrichtsplanung
Abstract	This study draws upon Mindful L2 Teacher Education (Johnson & Golombek, 2016) to explore how volunteer community tutors of adult English as a Second Language (ESL) conceptualize and enact their roles as creative teachers. Through three case studies, I explore community language teachers' preunderstandings, contradictions, and growth points. Findings revealed that tutors felt obligated to use survival ESL and grammar-based frameworks for teaching. Contradictions included their frustration with inconsistent student attendance, their fatigue creating lessons, and their feelings of isolation. Research on teacher education for community volunteers is important so that volunteers feel emotionally and pedagogically supported as they commit to teaching learners who otherwise might not have access to language instruction, including adults with immigrant and refugee backgrounds. (As Provided).
Anmerkungen	Berkeley Language Center, University of California. B-40 Dwinelle Hall #2640, Berkeley, CA 94720. Web site: http://escholarship.org/uc/uccllt_l2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01