國立虎尾科技大學 |

Teachers' Perceptions of Language Teaching for English Language Learners.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teachers' Perceptions of Language Teaching for English Language Learners./
作者:	Schulz, Yoshiko.
面頁冊數:	1 online resource (188 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
標題:	English as a second language. -
電子資源:	click for full text (PQDT)
ISBN:	9780355351330

Teachers' Perceptions of Language Teaching for English Language Learners.
Schulz, Yoshiko.

Teachers' Perceptions of Language Teaching for English Language Learners. - 1 online resource (188 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

Under the No Child Left Behind's educational accountability requirements, the U.S.'s mainstream classroom teachers were responsible for all students' academic language and content knowledge development regardless of students' academic or linguistic backgrounds. A lack of teachers' language awareness appeared to be responsible for teachers' inability to identify complex linguistic features and vocabulary concept that required explicit academic language instruction embedded in grade-level academic content contexts for English language learner students in mainstream academic content classrooms. This qualitative single-case study of seven kindergarten-grade through fourth-grade mainstream classroom teachers in a public school district in the Northwest region of the U.S. explored their perceptions of language teaching for English language learner students in grade-level academic content class contexts using focus groups and semi-structured interviews. Content analysis was used for textual analysis to identify the main themes underlying the phenomenon. Open-coding process was conducted using the priori codes that were derived from the second language acquisition literature, learning theories, and environmental theory and added emerging codes for the subsequent analyses to reach the theoretical saturation. Findings upon the triangulation of two data sources indicated that converging themes included teacher self-efficacy for ELL students and affective factors for second language acquisition. Inconsistent but significant themes included teacher language awareness, belief and attitude towards language teaching, and second language acquisition process and progress. The researcher concluded that teacher's engagement with language was necessary for teachers to develop their language awareness so they could identify the appropriate language for teaching for their ELL students. Further, teachers' perceptions of language teaching were always transforming through their interactions with their ELL students. Through their language teaching experience, teachers learned that the second language acquisition was unique to individual ELL students who came with different backgrounds. Finally, the researcher recommended future studies of a similar topic with different samples in different settings might reveal some commonality in teachers' perception of language teaching as well as some unique characteristics affected by specific teacher population and instructional contexts.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355351330Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

Teachers' Perceptions of Language Teaching for English Language Learners.
LDR:03785ntm a2200349Ki 4500 001 910559
005 20180517123957.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355351330
035 $a (MiAaPQ)AAI10622311
035 $a (MiAaPQ)northcentral:12265
035 $a AAI10622311
040 $a MiAaPQ $b eng $c MiAaPQ
099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Schulz, Yoshiko. $3 1181910
245 1 0 $a Teachers' Perceptions of Language Teaching for English Language Learners.
264 0 $c 2017
300 $a 1 online resource (188 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
500 $a Adviser: Michelle F. Wright.
502 $a Thesis (Ed.D.) $c Northcentral University $d 2017.
504 $a Includes bibliographical references
520 $a Under the No Child Left Behind's educational accountability requirements, the U.S.'s mainstream classroom teachers were responsible for all students' academic language and content knowledge development regardless of students' academic or linguistic backgrounds. A lack of teachers' language awareness appeared to be responsible for teachers' inability to identify complex linguistic features and vocabulary concept that required explicit academic language instruction embedded in grade-level academic content contexts for English language learner students in mainstream academic content classrooms. This qualitative single-case study of seven kindergarten-grade through fourth-grade mainstream classroom teachers in a public school district in the Northwest region of the U.S. explored their perceptions of language teaching for English language learner students in grade-level academic content class contexts using focus groups and semi-structured interviews. Content analysis was used for textual analysis to identify the main themes underlying the phenomenon. Open-coding process was conducted using the priori codes that were derived from the second language acquisition literature, learning theories, and environmental theory and added emerging codes for the subsequent analyses to reach the theoretical saturation. Findings upon the triangulation of two data sources indicated that converging themes included teacher self-efficacy for ELL students and affective factors for second language acquisition. Inconsistent but significant themes included teacher language awareness, belief and attitude towards language teaching, and second language acquisition process and progress. The researcher concluded that teacher's engagement with language was necessary for teachers to develop their language awareness so they could identify the appropriate language for teaching for their ELL students. Further, teachers' perceptions of language teaching were always transforming through their interactions with their ELL students. Through their language teaching experience, teachers learned that the second language acquisition was unique to individual ELL students who came with different backgrounds. Finally, the researcher recommended future studies of a similar topic with different samples in different settings might reveal some commonality in teachers' perception of language teaching as well as some unique characteristics affected by specific teacher population and instructional contexts.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a English as a second language. $3 1148422
650 4 $a Elementary education. $3 1148439
655 7 $a Electronic books. $2 local $3 554714
690 $a 0441
690 $a 0524
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Northcentral University. $b Education. $3 1148427
773 0 $t Dissertation Abstracts International $g 79-02A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10622311 $z click for full text (PQDT)