Strengthening the Link between University Curricula and English Language Student-teacher Preparedness

2017 ◽  
pp. 55-72
Author(s):  
Alice Kiai ◽  
Angelina Nduku Kioko
Keyword(s):  
Student Teacher ◽  
English Language ◽  
Teacher Preparedness ◽  
University Curricula

scholarly journals A Text-Driven, Task-Based Approach to the Design of Materials for Teaching Intercultural Communicative Competence

2019 ◽  
Vol 4 (1) ◽  
pp. 47
Author(s):  
John Harper
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
Large Body ◽  
Guangdong Province ◽  
Materials Design ◽  
Teacher Preparedness ◽  
Intercultural Communicative Competence ◽  
Efl Learners ◽  
Materials Used

<p>Although a large body of research points to the need of providing English as a Foreign Language (EFL) learners with intercultural communicative competence (ICC), questions remain as to exactly how ICC should be incorporated into the EFL curriculum. These questions arise in part due to issues of already-packed curricula which seem not to leave time for the teaching of ICC and in part due to issues of teacher preparedness. Additionally, questions arise concerning which culture should be taught. Taking into account materials used in the English Language Center (ELC) of Shantou University (Guangdong Province, China), this paper argues that a text-driven, task-based method of materials design allows for the inclusion of ICC across the EFL curriculum. It also argues that such a method lends itself to the teaching of ICC through a consideration of a variety of cultures.</p>

scholarly journals Teacher Preparedness for a Changing Demographic of Language Learners

2011 ◽  
Vol 28 (2) ◽  
pp. 105 ◽  
Author(s):  
Nina Lee Webster ◽  
Angela Valeo
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Elementary School Teachers ◽  
Language Learners ◽  
Classroom Practice ◽  
English Language ◽  
Linguistically Diverse ◽  
Structured Interview ◽  
Teacher Preparedness ◽  
Knowledge And Beliefs

English-language learners (ELLs) are becoming common in classrooms with Ontario’s escalating immigration trends. Elementary school teachers are increasingly becoming responsible for meeting the needs of linguistically diverse children. This qualitative study explores current teacher preparation practices through preservice teachers’ (PT) perspectives and explores how prepared primary-junior PTs are to teach ELLs in southwestern Ontario. Through a structured interview, six certified graduates shared descriptive experiences, knowledge, and beliefs. Findings indicate that although moving toward greater ELL awareness and inclusive mindsets, there is evidence that well-intentioned teachers lack the competence necessary for effective classroom practice.

scholarly journals After English: What do we Teach when we Teach Literary and Cultural Studies?

2019 ◽  
Vol 18 (3) ◽  
pp. 1-24 ◽  
Author(s):  
Srinivas S V
Keyword(s):  
Cultural Studies ◽  
Student Teacher ◽  
English Language ◽  
English Literature ◽  
Literary Studies ◽  
Good Time ◽  
English Studies ◽  
External Pressures ◽  
Teachers And Students

English Literature today is very different from what it was in the early 1990s, when the discipline was called upon to justify its existence by a vocal section of teachers and students. As a result of the changes inaugurated by the crisis in English Studies‘ and due to the comfort afforded by the demand for English language, the discipline has been relatively free from internal and external pressures to justify its existence. This is, therefore, a good time to raise the question of disciplinary relevance. I draw on my experience as a student, teacher and researcher formed by the 1990s to argue that the transformation of the discipline was at least partly facilitated by its investment in the engagement with texts and texutality. Reading and interpretation, albeit framed by a very different set of concerns, remain at the heart of Literary Studies as well as its offshoot, Cultural Studies. I, therefore, suggest that we consciously focus on building this capability, even as we introduce our students to an every-expanding range of textual forms.

scholarly journals Ensuring Success in School is About More Than Getting A's: Layered Stories

in education ◽  
2013 ◽  
Vol 19 (1) ◽  
Author(s):  
Corinne L. McKamey
Keyword(s):  
High School ◽  
English Language Learners ◽  
Student Teacher ◽  
English Language ◽  
Policy Decision ◽  
Policy Decisions ◽  
Multiple Perspectives ◽  
Reader's Theater ◽  
Teacher Student ◽  
Reader's Theatre

I begin this paper with a reader’s theatre text that represents the multiple perspectives of a student, teacher, student teacher, and administrator about a high school class schedule change. In presenting a text that portrays multiple points of view upon what would seem to be an everyday experience in an urban high school, I aim to show the complexity of how different people in different roles respond and manage their context in response to a single policy decision.  After the reader’s theater and before I continue with the rest of the paper, I invite you the reader to consider your interpretations of and associations with the text.  I conclude by arguing that we need to be attuned to the complex ways that policy decisions inform and constrain the actions of people within educational contexts.Keywords: policy decisions; effects; urban schools; English language learners; layered stories; reader’s theater

scholarly journals Engaging with ELL Students in Their Personal Writing

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Esther Chung
Keyword(s):  
Language Arts ◽  
Charter School ◽  
Student Teacher ◽  
English Language Arts ◽  
English Language ◽  
Graphic Organizer ◽  
Personal Writing ◽  
Ell Students ◽  
Writing Students ◽  
8Th Grade

I am currently a student teacher at a charter school in Philadelphia, Pennsylvania. My class is a self-contained 7th and 8th grade ELL classroom, where the cooperating teacher (CT) teaches all content classes. In English Language Arts (ELA) this month, students were assigned to write a personal friendship story. Prior to writing, students were asked to fill out a graphic organizer with three columns: (1) My Friends, (2) Places I have Friends, and (3) Things I like to do with Friends.

scholarly journals My Path towards Teaching with an Attitude… A Testimony on Becoming a Critical Pedagogue (Note 1)

2019 ◽  
Vol 7 (1) ◽  
pp. 106
Author(s):  
Adriana Castañeda Londoño
Keyword(s):  
Critical Pedagogy ◽  
Student Teacher ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Human Being ◽  
The World ◽  
Chicana Studies ◽  
The Way

<p><em>This paper sets out to recount my journey in order to become a critical pedagogue in the field of English language teaching. I talk about core experiences as a student, teacher, and human being. I rely in tenets of critical pedagogy, Chicana studies and decolonial thought in order to find a voice of my own in the academic arena. I contend that writing our own testimonies towards transformation brings out little but significant changes in the way we exist in the world as teachers. Readers will encounter a reflection of my approach towards pedagogy and knowledge enriched with students’ own ideas and outcomes. </em></p>

iPads on Practicum: Perspective of a Student-Teacher

2013 ◽  
Vol 4 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Jamie Elbert ◽  
Dr. Jillianne Code ◽  
Dr. Valerie Irvine
Keyword(s):  
21St Century ◽  
Student Teacher ◽  
English Language ◽  
Learning Experience ◽  
Research Process ◽  
21St Century Learning ◽  
Modern World ◽  
Participatory Action ◽  
Action Research Project ◽  
Curricular Design

Educators are embracing technology as a key to transforming learning for the 21st century. As the 21st century learning movement emphasizes the development of skills that are seen as uniquely relevant to the modern world, in the educational community, many are looking to technology, such as tablets, as a tool to modernizing classrooms. This research presents a case study of a participatory action research project, where participants provide input into the research process, examining the experiences of a secondary education level student-teacher implementing iPads during practicum. For two weeks, the student teacher integrated a set of 22 iPads into a grade ten Media Literacy unit. Qualitative data from the teacher’s daily blog and a post-practicum interview revealed six main themes in two categories: Teacher Impacts (Planning and Curricular Design, Delivery, Practicum Experience) and Student Impacts (Classroom, Learning Outcomes, Learning Experience). While generalizations to other English Language Arts (ELA) classes cannot be made, the results of this pilot study suggest that tablet technology has the potential to aid the transition to 21st century learning at the secondary level, and warrants further research and attention.

scholarly journals English language teaching in a public school in Brazil: an experience of a student teacher in a state school

Entrepalavras ◽  
2018 ◽  
Vol 8 (3) ◽  
pp. 320
Author(s):  
Laryssa Paulino de Queiroz Sousa ◽  
Alexandre De Araújo Badim ◽  
Eliane Carolina De Oliveira
Keyword(s):  
Public School ◽  
Student Teacher ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
State School

scholarly journals Public Speaking in EFL Postgraduate Courses in Italy: A Case Study with Students of Political Science, University of Genoa

2020 ◽  
Vol 13 (8) ◽  
pp. 127
Author(s):  
Francesco Pierini
Keyword(s):  
Foreign Language ◽  
Political Science ◽  
English Language ◽  
Public Speaking ◽  
Soft Skills ◽  
Postgraduate Students ◽  
Language Courses ◽  
University Curricula ◽  
Foreign Universities

The teaching of soft skills in EFL postgraduate courses is increasingly part of the Italian university curricula, albeit with some delay compared to foreign universities. Postgraduate English language courses need to focus on the use of language in foreseeable situations by creating opportunities to use the language in public contexts. Meetings, presentations, debates are the activities that young people will increasingly be called upon to engage in. Rather than solely on theoretical knowledge learned previously, these activities develop the practical use of language, in front of an audience, with a structured discourse and with some emphasis on the non-verbal elements of communication. Although these aspects may appear daunting to students, more often than not, they have been able to overcome their anxiety, not only in relation to the embarrassment of speaking a foreign language in public, but even to the mere act of speaking in public, which represents an obstacle in itself. In this study a case of Italian postgraduate students of Political Science was carried out and analysed.

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