How Do EFL Student Teachers Face the Challenge of Using L2 in Public School Classrooms? (¿Cómo enfrentan los docentes practicantes de inglés como lengua extranjera el reto de usar una segunda lengua en las aulas de clase de la escuela pública?)

Autor/in	Viáfara, John Jairo
Titel	How Do EFL Student Teachers Face the Challenge of Using L2 in Public School Classrooms? (¿Cómo enfrentan los docentes practicantes de inglés como lengua extranjera el reto de usar una segunda lengua en las aulas de clase de la escuela pública?)
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 13 (2011) 1, S.55-74 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	English (Second Language); Student Teachers; Language Usage; Public Schools; Interviews; Portfolios (Background Materials); Teaching Methods; English Language Learners; Foreign Countries; Communication Strategies; Language Teachers; Practicums; Secondary School Students; Qualitative Research; Observation; Audio Equipment; Spanish Speaking; Student Attitudes; Classroom Techniques; Interaction; Barriers; Communicative Competence (Languages); Colombia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Sprachgebrauch; Public school; Öffentliche Schule; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Kommunikationsstrategie; Language teacher; Sprachunterricht; Practicum; Praktikum; Praktika; Sekundarschüler; Qualitative Forschung; Beobachtung; Audio-CD; Schülerverhalten; Klassenführung; Interaktion; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Kolumbien
Abstract	As an EFL Student teachers' advisor, I had constantly perceived that they regarded using the target language with their pupils inside their classroom as a challenge. That is why I became interested in investigating how thirteen student teachers in Tunja public schools faced this issue. While participants were involved in a reflective teaching preparation model, I used field notes, interviews and their portfolios to explore their attitudes and strategies. Findings revealed that their history as learners, their teaching context and preparation influenced their decisions. Moreover, it was possible to identify the strategies they implemented to interact in English with their students. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01