ESL Theory-Practice Dynamics: The Difficulty of Integrating Sociocultural Perspectives into Pedagogical Practices

Autor/in	Ajayi, Lasisi
Titel	ESL Theory-Practice Dynamics: The Difficulty of Integrating Sociocultural Perspectives into Pedagogical Practices
Quelle	In: Foreign Language Annals, 41 (2008) 4, S.639-659 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/j.1944-9720.2008.tb03322.x
Schlagwörter	Qualitative Research; Secondary School Teachers; Teaching Methods; Student Attitudes; Factor Analysis; Statistical Analysis; English (Second Language); Second Language Instruction; Second Language Learning; Language Teachers; Questionnaires; Interviews; Middle School Teachers; Teacher Surveys; Barriers; Theory Practice Relationship; Sociocultural Patterns; Cultural Awareness; California + Suchen Sie Ihr Suchwort? Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Faktorenanalyse; Statistische Analyse; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Fragebogen; Interviewing; Interviewtechnik; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Theorie-Praxis-Beziehung; Soziokulturelle Theorie; Cultural identity; Kulturelle Identität; Kalifornien
Abstract	The purpose of this study is to examine English as a second language (ESL) teachers' sensitivity to their students' social-cultural backgrounds and the kind of constraints they face as they translate sociocultural perspectives into practice. Through both quantitative (questionnaire surveys) and qualitative (interviews) analysis, the study reports how 73 middle and high school teachers in Los Angeles related their own pedagogical practices to the social-cultural experiences of their students. This researcher analyzed the quantitative data using descriptive statistics while qualitative data analysis was carried out using the framework of critical reflexivity. Results showed that the teachers in the study were aware of and sensitive to the crucial role of their students' background experiences. However, the teachers pointed to institutional barriers and other constraints that have practical impacts on their sociocultural practices and outcomes. (Contains 4 tables.) (As Provided).
Anmerkungen	American Council on the Teaching of Foreign Languages. 700 South Washington Street Suite 210, Alexandria, VA 22314. Tel: 703-894-2900; Fax: 703-894-2905; e-mail: headquarters@actfl.org; Web site: http://www.actfl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10