Empowering Secondary Teachers to Support English Language Learners

Autor/in	Schenk, Leslie Anne
Titel	Empowering Secondary Teachers to Support English Language Learners
Quelle	(2023), (96 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-2420-3
Schlagwörter	Hochschulschrift; Dissertation; International Schools; Student Diversity; Language Proficiency; English Language Learners; Secondary School Teachers; Communities of Practice; Faculty Development; English (Second Language); Educational Technology; Self Efficacy; Resources; Individualized Instruction; Teaching Methods; Teacher Competencies; Program Effectiveness; Foreign Countries; Madagascar + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; International school; Internationale Schule; Language skill; Language skills; Sprachkompetenz; Community; English as second language; English; Second Language; Englisch als Zweitsprache; Unterrichtsmedien; Self-efficacy; Selbstwirksamkeit; Betriebsmittel; Hilfsmittel; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Ausland; Madagaskar
Abstract	International schools work to serve students from a variety of different cultural and linguistic backgrounds. When a student is developing proficiency in a language, they have difficulty accessing content in that language. In order to support all of their students, including those developing language proficiency, teachers have to implement differentiated instruction. This mixed methods action research study set within the context of an international school in Madagascar sought to empower secondary teachers to support the English language learners in their classes. The innovation consisted of a professional learning community focused on English language learners as well as a digital toolkit of resources aligned with the content of the professional learning community meetings. The group of seven participants met a total of three times over the course of three months during the first semester of the school year. After their participation, they demonstrated little change in self-efficacy, although they did have a stronger understanding of the resources available to them within the local context. Through the innovation, the participants developed a common understanding of the concept of differentiation in addition to expanding their knowledge of teaching strategies. Most notably, the format of the professional learning community proved to be an effective and useful way to allow the participants to connect with one another, share their experiences, and gain relevant information regarding language acquisition and strategies for differentiation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01