Diverse Teachers for Diverse Students: Internationally Educated and Canadian-Born Teachers' Preparedness to Teach English Language Learners

Autor/in	Faez, Farahnaz
Titel	Diverse Teachers for Diverse Students: Internationally Educated and Canadian-Born Teachers' Preparedness to Teach English Language Learners
Quelle	In: Canadian Journal of Education, 35 (2012) 3, S.64-84 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0380-2361
Schlagwörter	English (Second Language); Foreign Countries; Second Language Learning; Multilingualism; English Language Learners; Empathy; Student Needs; Immigrants; Interviews; Surveys; Teacher Education; Teacher Attitudes; Culturally Relevant Education; Questionnaires; Teacher Role; Teacher Background; Foreign Nationals + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Empathie; Immigrant; Immigrantin; Immigranten; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Fragebogen; Lehrerrolle; Ausländer; Ausländerin
Abstract	This article describes a study that examines Canadian-born and internationally educated teachers' (IETs') self-perceived preparedness to teach English language learners (ELLs). The study employed a survey and interviews to examine teacher candidates': (a) level of empathy with ELLs, (b) sense of preparedness to teach ELLs, and (c) beliefs about their roles and responsibilities in multilingual classrooms. The study also explores the impact of teacher preparation to teach in multilingual classrooms. Findings suggest that IETs have a higher self-perceived empathy towards ELLs due to their shared backgrounds but personal experiences and empathy are insufficient for providing support and targeted instruction for ELLs. All teachers, regardless of their backgrounds, require appropriate preparation to address the needs of ELLs. (Contains 2 tables and 6 footnotes.) (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse.ca/CJE/General.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10