A Case Study of Bilingual Student-Teachers' Classroom English: Applying the Education-Linguistic Model

Autor/inn/en	Han, Jinghe; Yao, Jun
Titel	A Case Study of Bilingual Student-Teachers' Classroom English: Applying the Education-Linguistic Model
Quelle	In: Australian Journal of Teacher Education, 38 (2013) 2, Artikel 8 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Bilingualism; Student Teachers; Practicums; Language Proficiency; Second Language Learning; Chinese; Second Language Instruction; Language of Instruction; Foreign Countries; Audio Equipment; Language Usage; Discourse Analysis; English (Second Language); Classroom Techniques; Teacher Education; Neurolinguistics; Classification; Metacognition; Scaffolding (Teaching Technique); Observation; Language Skills; Supervisors; Australia + Suchen Sie Ihr Suchwort? Bilingualismus; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Practicum; Praktikum; Praktika; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; China; Chinesen; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Ausland; Audio-CD; Sprachgebrauch; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Klassenführung; Lehrerausbildung; Lehrerbildung; Neurolinguistisches Programmieren; Classification system; Klassifikation; Klassifikationssystem; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Beobachtung; Australien
Abstract	This paper explores the practicum experience of a group of bilingual student-teachers who taught Chinese using English to learners of Chinese as a foreign language (CFL) in Western Sydney schools. Specifically it explores how these student-teachers used English as the instructional language in class and what strengths and weaknesses they demonstrated compared to their host teachers. Data were collected through observing and audio-recording the participants' teaching, aiming to capture the actual features of their English use in class. The data were structurally-coded employing the ELM categories. Discourse analysis was employed to interpret and understand the language use of the bilingual student teachers and also their supervising teachers. The bilingual student-teachers in this research, whose English proficiency was at IELTS 7.5, and who had experienced six months of intensive teaching practicum, were found able to demonstrate grammatically and discursively acceptable expressions throughout their teaching. The difficulties experienced by this cohort were more due to their lack of skills and flexibilities in teaching and classroom management rather than their inappropriate use of instructional English. (Contains 3 tables.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10