scholarly journals Literature Instructions in Secondary Schools: A Case Study

2019 ◽  
Vol 8 (5C) ◽  
pp. 1226-1229
Keyword(s):  
High School ◽  
Active Learning ◽  
Secondary Schools ◽  
Language Learning ◽  
Qualitative Case Study ◽  
English Teachers ◽  
Ministry Of Education

Literature component has been made clear by the Ministry of Education (2012) in Malaysia Education Blueprint 2013-2025 to promote active learning and enhance learning. However, some studies show that learners might not be interested in literature lessons in schools for many different reasons. Their reactions and responses during the literature lessons show their lack of interest. This research was undertaken to investigate learners’ reactions during literature lessons. This qualitative case study was carried out on two mixed ability classes, consisting of 53 high school learners from two schools in Johor Bahru district and four English teachers. Lessons were observed and videotaped, and the participant-teachers were interviewed and audiotaped to seek responses on their learners’ reactions and responses during lessons. This research provides new insights on how learners perceive literature lessons in schools which promotes language learning.

scholarly journals Awakening Sociocultural Realities in Pre-service Teachers Through a Pedagogy of Multiliteracies

2021 ◽  
pp. 173-197
Author(s):  
Angela Yicely Castro-Garcés
Keyword(s):  
Language Learning ◽  
Research Study ◽  
Meaning Making ◽  
Qualitative Case Study ◽  
English Teachers ◽  
Social Constructivist ◽  
Knowledge Process ◽  
The Social ◽  
Cultural World

Language learning that is grounded on learners’ sociocultural realities promises to be a meaningful experience they are likely to treasure when it comes to grappling with practical day-to-day matters. This article reports on a research study aimed at fostering socioculturally constructed language learning in a group of pre-service English teachers. This is a qualitative case study, grounded in a social constructivist paradigm, which draws on a pedagogy of multiliteracies through the Knowledge Process and the Concept of Design (Cope & Kalantzis, 2009) to embrace diverse modes of communication and to expand learners’ possibilities of engagement with text and the social and cultural world around them. The findings indicate that while learners are provided with opportunities to explore, reflect and co-construct socioculturally driven knowledge, they are involved in a meaning-making experience that allows them to make sense of the language they are learning.

scholarly journals Artefacts, practices and pedagogies: teaching writing in English in the NAPLAN era

2021 ◽  
Author(s):  
Susanne Gannon ◽  
Jennifer Dove
Keyword(s):  
Secondary Schools ◽  
English Teachers ◽  
Teaching Writing ◽  
Pedagogical Practices ◽  
Deep Dive ◽  
Geographically Dispersed ◽  
English Classes ◽  
Novel Method ◽  
Teaching Of Writing

AbstractIn secondary schools, English teachers are often made responsible for writing results in national testing. Yet there have been few studies that focussed on this key group, or on how pedagogical practices have been impacted in the teaching of writing in their classrooms. This study investigated practices of English teachers in four secondary schools across different states, systems and regions. It developed a novel method of case study at a distance that required no classroom presence or school visits for the researchers and allowed a multi-sited and geographically dispersed design. Teachers were invited to select classroom artefacts pertaining to the teaching of writing in their English classes, compile individualised e-portfolios and reflect on these items in writing and in digitally conducted interviews, as well as elaborating on their broader philosophies and feelings about the teaching of writing. Despite and sometimes because of NAPLAN, these teachers held strong views on explicit teaching of elements of writing, but approached these in different ways. The artefacts that they created animated their teaching practices, connected them to their students and their subject, suggested both the pressure of externally driven homogenising approaches to writing and the creative individualised responses of skilled teachers within their unique contexts. In addition to providing granular detail about pedagogical practices in the teaching of writing in the NAPLAN era, the contribution of this paper lies in its methodological adaptation of case study at a distance through teacher-curated artefact portfolios that enabled a deep dive into individual teachers’ practices.

Methodology and Research

2020 ◽  
pp. 117-121
Keyword(s):  
Secondary Schools ◽  
Language Learning ◽  
Corpus Linguistics ◽  
Language Teachers ◽  
Teaching Process ◽  
Teaching Language ◽  
Depth Interviews

This chapter will give insight to used methodology and analysis for interpretation of conducted in-depth interviews with language teachers in primary and secondary schools in Croatia. This research is a case study about perceptions, attitudes, emotions, knowledge, and suggestions about use and implementation of computer corpora in teaching language learning in primary and secondary schools. In-depth interviews were conducted with four teachers who explore their existing knowledge about corpus linguistics and computer corpora. The research is based on language teachers' thoughts and experiences of how computer corpora can be incorporated into the teaching process of language learning. Results are implications (e.g., advantages and obstacles) for inclusion of corpus-based teaching in primary and secondary schools.

Translanguaging Pedagogy to Support Bi/Multilingual Students' Language Learning in Social Studies

2020 ◽  
pp. 233-261 ◽  
Author(s):  
Matthew R. Deroo
Keyword(s):  
High School ◽  
Social Studies ◽  
Language Learning ◽  
Immigrant Students ◽  
Theory And Practice ◽  
Multilingual Students ◽  
Social Studies Teacher ◽  
Theoretical Frame ◽  
Academic Content

This qualitative case study investigates how Mrs. Vega, a high school social studies teacher, supported her emergent bi/multilingual immigrant students' development of academic, content-based language learning in a U.S. Government class. Drawing upon data collected as part of a larger ethnography and using translanguaging pedagogy as a theoretical frame, this chapter centers Mrs. Vega's translanguaging stance, design, and shift. Findings demonstrate the multiple and varied ways Mrs. Vega's pedagogy supported her students' already-present linguistic and cultural abilities in support of their disciplinary learning. Implications are provided for theory and practice.

scholarly journals Educational leadership on the Chinese mainland: A case study of two secondary schools in Beijing

2017 ◽  
Author(s):  
Manhong Lai ◽  
Lijia Wang ◽  
Wei Shen
Keyword(s):  
Educational Leadership ◽  
Secondary Schools ◽  
Teacher Development ◽  
Leadership Style ◽  
Curriculum Reform ◽  
Main Concern ◽  
Ministry Of Education ◽  
Paternalistic Leadership ◽  
Personal Lives

In recent years, the main concern of the Chinese Ministry of Education has been the quality of education. Principals are expected to play a key role in guiding the developmental direction of their schools, in guaranteeing the implementation of curriculum reform and in facilitating school-based teacher development. The aim of the study referred to in this article was to investigate the characteristics of principals' educational leadership through a case study of two secondary schools in Beijing. The study employed a qualitative research method to investigate educational leadership in two secondary schools in Beijing. The observations of our study indicate a strong tendency for principals to implement the traditional top-down instructional type of leadership promoted by the District Education Bureau. At one of our sample schools, the principal employed a paternalistic leadership style, and teachers at both schools emphasized the paternalistic role of the principal, including in engaging in various aspects of their personal lives. At our second sample school, the principal was attempting to delegate certain levels of authority and responsibility to ordinary teachers. However, we found that her efforts were being hindered by middle managers.

Translanguaging Pedagogy to Support Bi/Multilingual Students' Language Learning in Social Studies

2022 ◽  
pp. 1231-1252
Author(s):  
Matthew R. Deroo
Keyword(s):  
High School ◽  
Social Studies ◽  
Language Learning ◽  
Immigrant Students ◽  
Theory And Practice ◽  
Multilingual Students ◽  
Social Studies Teacher ◽  
Theoretical Frame ◽  
Academic Content

This qualitative case study investigates how Mrs. Vega, a high school social studies teacher, supported her emergent bi/multilingual immigrant students' development of academic, content-based language learning in a U.S. Government class. Drawing upon data collected as part of a larger ethnography and using translanguaging pedagogy as a theoretical frame, this chapter centers Mrs. Vega's translanguaging stance, design, and shift. Findings demonstrate the multiple and varied ways Mrs. Vega's pedagogy supported her students' already-present linguistic and cultural abilities in support of their disciplinary learning. Implications are provided for theory and practice.

scholarly journals A case study of implementing response to intervention in high school

2019 ◽  
Author(s):  
◽  
Andrew Dennis McCarthy
Keyword(s):  
High School ◽  
Response To Intervention ◽  
Secondary Schools ◽  
School Setting ◽  
Essential Elements ◽  
Academic Program ◽  
Screening Process ◽  
Barriers To Implementation ◽  
Student Intervention

Many secondary schools pride themselves on having a rigorous academic program for all students. These same schools are excited to share how their students have become more socially responsible after graduation. In fact, many schools provide both ideologies in their mission statements and plaster it throughout their buildings, websites, publications, and letterhead. But what secondary schools should be asking and answering is: how do their teams respond when students do not master the material? Schools that successfully provide student intervention and support student mastery at every level of content attainment should celebrate and promote this product of student growth. Studies, mostly in elementary schools, highlight that well-implemented response to intervention, or RTI, processes include the following: formation of intervention teams, development of a universal screening process, continual monitoring of students for progress, and use of evidence-based interventions. Previous studies on RTI in secondary school settings have shown some success with reading and math interventions, but various barriers to implementation also existed and were minimally discussed. Seeking to add to the growing body of RTI literature in a high school setting, this qualitative case study explored to what degree the essential elements of response to intervention, or RTI, were implemented in Aspen Time, one high school's uniquely designed, daily, 30-minute, student intervention period. Data collection included document review, focus groups, interviews and observations of Aspen Time. Analyses found four barriers to implementation (scheduling/structure, curriculum issues, fidelity, and staff capacity/professional development) and offered recommendations for high schools on RTI implementation.

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