Classroom, the "We" Space: Developing Student-Centered Practices for Second Language Learner (SLL) Students

Autor/inn/en	Rodriguez-Valls, Fernando; Ponce, Gregorio A.
Titel	Classroom, the "We" Space: Developing Student-Centered Practices for Second Language Learner (SLL) Students
Quelle	In: Education Policy Analysis Archives, 21 (2013) 55, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Second Language Learning; Teaching Methods; Student Needs; Models; English (Second Language); Teacher Effectiveness; Teacher Qualifications; Knowledge Base for Teaching; Teacher Education; Migrant Children; Summer Programs; Exit Examinations; Program Descriptions; Preservice Teachers; Student Attitudes; Individualized Instruction; Cooperative Learning; Interviews; Surveys; California + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; English as second language; English; Second Language; Englisch als Zweitsprache; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrqualifikation; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerausbildung; Lehrerbildung; Sommerkurs; Final examination; Abschlussprüfung; Schülerverhalten; Individualisierender Unterricht; Kooperatives Lernen; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Kalifornien
Abstract	Developing teaching practices that meet the needs of Second Language Learners (SLL) calls for models of apprenticeship in which teacher candidates acquire competency on how to create learning spaces where students discover, experience and construct knowledge rather than solely practicing skills. The aforesaid argument has an implication when defining the competency of highly qualified teachers as framed by the No Child Left Behind (NCLB) Act. This article presents a three-step teacher development process requiring teacher candidates first to observe and analyze exemplary teaching practices. Secondly, to help them build expertise on how to question students to ignite their inquiry. And, thirdly, to develop and implement their practices to create a classroom as the "we" space. The outcomes of this model suggest that highly qualified teachers could be better prepared to work with SLL when they are competent in creating inclusive, participatory learning environments, in which students are able to utilize, experiment, synthesize and evaluate knowledge. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10