Differences between Novice, Intermediate, and Expert Teacher-Facilitators of Short-Term Language Study Abroad

Autor/inn/en	Fischer, Brett; Viens, Danielle
Titel	Differences between Novice, Intermediate, and Expert Teacher-Facilitators of Short-Term Language Study Abroad
Quelle	In: Canadian Modern Language Review, 79 (2023) 2, S.141-162 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr-2022-0031
Schlagwörter	Study Abroad; College Second Language Programs; Second Language Instruction; Teaching Methods; Language Teachers; Beginning Teachers; Experienced Teachers; Educational Strategies; Cognitive Processes; Difficulty Level; Social Networks; English (Second Language); German; Spanish; Facilitators (Individuals); Foreign Countries; Planning; Canada + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Junior teacher; Junglehrer; Lehrstrategie; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Social network; Soziales Netzwerk; English as second language; English; Second Language; Englisch als Zweitsprache; Deutscher; Spanisch; Ausland; Ablaufplanung; Planungsprozess; Kanada
Abstract	As the popularity of short-term teacher-facilitated language study abroad (SA) programs grows, it is becoming increasingly important to understand how classroom language-teaching methods can best be adapted to meet learners' overseas needs. However, adapting one's methods places high cognitive demands on teachers who may already be overburdened with the challenges of planning and organizing SA. The purpose of this study is to compare the experiences of novice, intermediate, and experienced teachers as they plan and facilitate short-term language SA in order to identify how their perceptions of effective practices differ and how newer facilitators can be best be helped. The results of a thematic narrative analysis of interviews with 21 participants point to three implications: providing more worked examples and macrostrategies for novice teachers; encouraging novice and intermediate teachers to rely on paid services; and collaborating with extensive social networks to reduce the individual teacher's cognitive load. (As Provided).
Anmerkungen	University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.press/loi/cmlr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01