Making Interactions between Domestic and International Students Meaningful

Autor/inn/en	Amos, Yukari Takimoto; Rehorst, Nicole
Titel	Making Interactions between Domestic and International Students Meaningful
Quelle	In: Journal of International Students, 8 (2018) 3, S.1346-1354 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Foreign Students; Interaction; Peer Relationship; English Language Learners; Preservice Teachers; Preservice Teacher Education; Student Exchange Programs; International Educational Exchange; Second Language Learning; Second Language Instruction; English (Second Language); Asians; Teaching Methods; Peer Teaching; Performance Factors; Foreign Countries; Japan; United States + Suchen Sie Ihr Suchwort? Interaktion; Peer-Beziehungen; Lehramtsstudiengang; Lehrerausbildung; Schüleraustausch; Internationaler Austausch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Asian; Asiat; Asiatin; Asiaten; Asiate; Teaching method; Lehrmethode; Unterrichtsmethode; Peer group teaching; Peer Group Teaching; Leistungsindikator; Ausland; USA
Abstract	The purpose of this practitioner narrative is to identify ways in which meaningful interaction can take place between English learners (ELs) and domestic students in a university setting. In order to learn English effectively, ELs require situations in which they can participate equally in an interaction with a domestic student capable of modifying their English so that it is comprehensible. We created a series of joint classes between teacher candidates and Japanese exchange students in an ESL class. In the class, the first author instructs the teacher candidates on strategies for teaching content to ELs. Second, the teacher candidates teach mini-lessons in their content area to Japanese students. The use of simplified English and visual aids allow ELs to gain confidence and the ability to participate more actively. Third, the Japanese students evaluate the teacher candidates in Japanese. Last, the first author translates the evaluations into English so the teacher candidates can gain meaningful feedback on their performance. The process effectively creates a balance of power that both educates teacher candidates in how to instruct nonnative English speakers and promotes meaningful communication and language growth in ELs. The conditions for meaningful interactions identified in this practice further contribute to the field of effective English learning for international students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01