Exploring How ESL Teachers Relate Their Ethnic and Social Backgrounds to Practice

Autor/in	Ajayi, Lasisi
Titel	Exploring How ESL Teachers Relate Their Ethnic and Social Backgrounds to Practice
Quelle	In: Race, Ethnicity and Education, 14 (2011) 2, S.253-275 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
Schlagwörter	Preservice Teacher Education; Junior High Schools; Teacher Education Programs; Immersion Programs; Teaching Methods; English (Second Language); Language Teachers; Second Language Instruction; Second Language Learning; Questionnaires; Teacher Attitudes; Ethnicity; Interviews; Personal Narratives; Socioeconomic Background; Cultural Differences; Reflective Teaching; California + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Sekundarstufe I; Immersionsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Zweitsprachenerwerb; Fragebogen; Lehrerverhalten; Ethnizität; Interviewing; Interviewtechnik; Erlebniserzählung; Sozioökonomische Lage; Kultureller Unterschied; Kalifornien
Abstract	This study is an exploration of how English as a second language (ESL) teachers relate their ethnic and social backgrounds to instructional practices. Fifty-seven ESL teachers from inner-city junior high schools of Los Angeles responded to a questionnaire, interviews and provided self-written perspectives on how their personal histories mediated their pedagogical practices. The teachers' narratives were analyzed within the framework of critical reflectivity. Results indicated that teachers of different backgrounds interpreted their roles differently based on a complex interplay of diverse variables. The teachers also deployed diverse approaches and strategies to guide their practices and mediate their roles. The study recommended development of teacher education programs and curricula that incorporate explorations of prospective teachers' social/ethnic background experiences, perspectives, assumptions, expectations, and attitudes as a way to ascertain how such teachers' personal histories will shape their pedagogical choices. The study also recommended well-designed community-based immersion programs for all prospective teachers as a way to bridge social and cultural gaps between teachers and their students. (Contains 4 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10