"You Just Get a Deeper Understanding of Things by Talking:" Study Circles for Teachers of ESL Emergent Readers

Autor/in	Vinogradov, Patsy
Titel	"You Just Get a Deeper Understanding of Things by Talking:" Study Circles for Teachers of ESL Emergent Readers
Quelle	In: Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 1 (2012) 1, S.30-43 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2169-0480
Schlagwörter	Adult Learning; Adult Students; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Education; Communities of Practice; Observation; Classroom Environment; Professional Development; Educational Opportunities; Interaction; Cognitive Style; Teaching Styles + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerausbildung; Lehrerbildung; Community; Beobachtung; Klassenklima; Unterrichtsklima; Bildungsangebot; Bildungschance; Interaktion; Cognitive styles; Kognitiver Stil; Lehrstil; Unterrichtsstil
Abstract	When adult ESL (English as a Second Language) learners enter our classrooms with little or no first language literacy, their instructors teach them to read for the first time in an unfamiliar language. It is a tremendous task, and the context for teaching "adult emergent readers" is complex. This complexity is coupled with a growing, but still limited, research base to draw from and few professional development opportunities to guide instruction. Workshops rarely move beyond simply learning new activities and locating resources. As for all teachers, professional growth happens best in sustained, collective, focused professional learning that allows for deep reflection on practice, ties to research, and extensive interaction with colleagues. Study circles are a possible solution to this pressing professional development need. The current study outlines a study circle specifically designed for teachers of adult ESL emergent readers and explores how it was experienced by participants in a pilot study. The element of interaction is central to this inquiry, and the author outlines the nature and value of the interaction the teachers experienced. (Contains 3 tables.) (As Provided).
Anmerkungen	Commission on Adult Basic Education. PO Box 620, Syracuse, NY 13206. Tel: 888-442-6223; e-mail: journal@coabe.org; Web site: http://www.coabe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10