Theory and Reported Practice in EFL Literacy Instruction: EFL Teachers' Perceptions about Classroom Practices

Autor/inn/en	Fuchs, Stephanie; Kahn-Horwitz, Janina; Katzir, Tami
Titel	Theory and Reported Practice in EFL Literacy Instruction: EFL Teachers' Perceptions about Classroom Practices
Quelle	In: Annals of Dyslexia, 69 (2019) 1, S.114-135 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-018-00172-4
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Literacy Education; Elementary School Teachers; English Instruction; Native Speakers; Teaching Methods; Theory Practice Relationship; Middle School Students; Teacher Attitudes; Instructional Improvement; Language Teachers + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English langauage lessons; Englischunterricht; Muttersprachler; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lehrerverhalten; Unterrichtsqualität; Language teacher; Sprachunterricht
Abstract	Acquiring literacy in English as a foreign language (EFL) is important for language development. However, many students enter middle school without adequate EFL literacy skills. This may indicate a gap between EFL literacy instruction theory and the classroom practice that is occurring in elementary school classrooms. The aim of this study was to explore the components of EFL literacy instruction as perceived by teachers. The study investigated whether perceptions of classroom practices are theoretically based, thus shedding light on the gap between EFL literacy theory and practice. The participants were 167 EFL elementary school teachers, who submitted anonymous online questionnaires regarding their reported EFL teaching in year one, two, three, four, and five of elementary school. The research was based on the five pillars of literacy instruction for English as a first language (National Reading Panel, 2000) and additional EFL components (August & Shanahan, 2006). Results of this study showed that EFL teachers expressed views that may indicate a gap between teachers' practices and most cutting-edge research. The study concluded that providing EFL elementary school teachers with theoretical knowledge may lead to more productive literacy programs and may improve classroom practices. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01