Literaturnachweis - Detailanzeige
| Autor/in | Smith, Joye |
|---|---|
| Titel | Grammar Teaching Practices of ESOL School Teachers |
| Quelle | In: TESOL Journal, 13 (2022) 1, (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Smith, Joye) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1949-3533 |
| DOI | 10.1002/tesj.611 |
| Schlagwörter | Grammar; English (Second Language); Second Language Instruction; English Language Learners; Elementary School Teachers; Secondary School Teachers; Language Teachers; Educational Practices |
| Abstract | Although judicious grammar teaching in college ESOL instruction is generally accepted, little is known about the grammar teaching practices of teachers of school-age English language learners (ELLs), who are learning academic content as well as a new language. In this study, 86 primary and secondary teachers of ELLs in a U.S. metropolitan area were surveyed about teaching grammar; nine also participated in a focus group. Most integrate grammar teaching into literacy instruction and use a wide range of approaches, including, but not limited to, explicit teaching of rules or patterns. However, their teaching is complicated by varied student literacy levels, the demands of high-stakes testing, time constraints, limited connection with higher levels of discourse, and inconsistent administrator support and curricular integration. Results suggest the need for teacher--peer collaboration and common frameworks as teachers and students connect forms and meaning across content discourses and, in teacher education, equipping teachers with a dynamic and socially situated pedagogical grammar that moves beyond "error correction" to provide "a linguistic resource for making meaning" (Myhill, 2005, p. 84). (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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