Literaturnachweis - Detailanzeige
Autor/in | Feryok, Anne |
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Titel | Multidimensional Language Performance in Training Teachers for Secondary Content Instruction through English |
Quelle | In: System: An International Journal of Educational Technology and Applied Linguistics, 41 (2013) 1, S.15-24 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0346-251X |
DOI | 10.1016/j.system.2013.01.001 |
Schlagwörter | Program Effectiveness; Teaching Methods; English (Second Language); Immersion Programs; Microteaching; Secondary School Teachers; Second Language Learning; Second Language Instruction; Language of Instruction; Language Fluency; Measures (Individuals); Inservice Teacher Education; Linguistic Performance; Content Area Reading Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Immersionsprogramm; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Language skill; Language skills; Sprachkompetenz; Messdaten; Lehrerfortbildung; Sinnerfassendes Lesen |
Abstract | This exploratory study focuses on four non-native English speaking secondary content teachers in a short-term immersion program aimed at introducing them to language teaching methods for secondary school content instruction through the medium of English. Such programs have been found to have largely mixed results for language performance. This may be especially true of programs for teachers because task adequacy in teaching may not be shown by improved scores on traditional language performance measures. This study uses multiple complexity, accuracy and fluency measures to analyze transcripts of paired peer microteaching tasks at the beginning and end of a ten-week program. Analysis of the results shows that in general the teachers' language performances improved, but that there were complex interactions among the measures. In general the performance measures reflected task adequacy, but they may have been affected by nonlinguistic factors such as teaching aims. Although the study is limited because of its small size, it suggests that teacher language performances are complex and dynamic, and that even short-term programs with non-linguistic aims can have a positive effect on language performances. (Contains 4 tables.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |