Language Learning Experiences as a Contributor to ESOL Teacher Cognition.

Autor/in	Ellis, Elizabeth Margaret
Titel	Language Learning Experiences as a Contributor to ESOL Teacher Cognition.
Quelle	In: Teaching English as a second or foreign language, 10 (2006) 1, S. 1-23Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anmerkungen 4; Literaturangaben; Tabellen 1
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Empirische Forschung; Kognition; Lehrer; Lernerfahrung; Sprachenlernen; Fremdsprachenunterricht; Englischunterricht; Australien
Abstract	Teachers of English to Speakers of Other Languages (ESOL) in English-speaking countries are not usually required to have proficiency in another language. Teacher competency statements frequently require "an understanding of second language development," and it is assumed that a monolingual teacher can attain such understanding without having learned a second language (L2). The paper sets out to challenge such a position by establishing a theoretical framework within which to argue that teacher language learning is an important contributor to professional practice. This framework is based on research into teacher cognition, particularly that which highlights connections between teachers' lived experience and the ways in which they form their beliefs about their profession (Freeman, 2001). Using data from an Australian study, the paper shows that experiential knowledge formed by different kinds of L2 learning (formal, informal, childhood, adult, elective, or circumstantial bilingualism) forms a powerful resource underpinning ESL teachers' professional knowledge and beliefs about language teaching. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/3