Becoming a Teacher of English Learners: A Case Study

Autor/in	Russell, Felice Atesoglu
Titel	Becoming a Teacher of English Learners: A Case Study
Quelle	In: Teacher Educators' Journal, 15 (2022) 1, S.141-165 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Case Studies; English Language Learners; Beginning Teachers; Teacher Role; Teacher Responsibility; Preservice Teacher Education; Teacher Education Programs; Elementary School Teachers; Literacy Education; Methods Courses; Second Language Learning; Second Language Instruction; English (Second Language); Educational Needs; Teaching Methods; Academic Language; Interpersonal Communication + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Junior teacher; Junglehrer; Lehrerrolle; Lehrverpflichtung; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Methodisch-didaktische Anleitung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Educational need; Bildungsbedarf; Teaching method; Lehrmethode; Unterrichtsmethode; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Interpersonale Kommunikation
Abstract	This qualitative case study presents findings from research focused on the preparation of elementary teacher candidates (TCs) and the instruction of English learners (ELs) in the general education classroom. Set within the context of a literacy methods course on second language acquisition, this inquiry goes on to explore the influence of such experiences as TCs move into their roles as novice classroom teachers. Utilizing praxis as a means of supporting TCs as they move from preservice to novice teachers, this research examines the impact of course-embedded opportunities to learn about the instructional needs of ELs. Findings revealed that course-embedded opportunities supported teachers in developing capacity for the awareness and tensions in teaching ELs, reinforced understandings related to both social and academic language, and provided occasions to own the role and responsibility as a teacher of ELs. Implications for novice teachers, teacher education, and research are discussed. (As Provided).
Anmerkungen	Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: ehthomps@ehc.edu; Web site: https://www.ateva.org/journal-1/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01