東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Educating English Learners in Non-Ga...

Randall, Lori A.

FindBook

Google Book

Amazon

博客來

Educating English Learners in Non-Gateway Districts: Teachers' Perspectives, Practices, and Professional Preparation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Educating English Learners in Non-Gateway Districts: Teachers' Perspectives, Practices, and Professional Preparation./
作者:	Randall, Lori A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2013,
面頁冊數:	187 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3589291
ISBN:	9781303277870

Educating English Learners in Non-Gateway Districts: Teachers' Perspectives, Practices, and Professional Preparation.
Randall, Lori A.

Educating English Learners in Non-Gateway Districts: Teachers' Perspectives, Practices, and Professional Preparation. - Ann Arbor : ProQuest Dissertations & Theses, 2013 - 187 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2013.

Scholars in Second Language Acquisition (SLA) have long called for a reconceptualization of the field, in which sociocultural understandings of the nature of language, language use, and language acquisition are placed on an equal footing with cognitive understandings. This study, through an in-depth exploration of the beliefs, perceptions and practices of high-school level English as a Second Language (ESL) teachers and an analysis of the programs that prepared them, reveals a number of reasons why such a reconceptualized understanding of language is crucial to the success of teacher preparation programs in preparing candidates to work effectively with adolescent English Learners (ELs). Data for this qualitative collective case study was gathered both from secondary-level ESL teachers in non-gateway school districts in a Midwestern state and from teacher educators at those institutions of higher education attended by participating teachers. The data is comprised of interviews with both groups of participants as well as observations of teachers' work. Analysis suggests that the skills and knowledge upon which secondary-level ESL teachers in non-gateway districts draw in working with ELs may be restricted by their experiences with teacher preparation programs that embrace a narrow conception not only of the nature of language, language use, and language acquisition but also of teachers' work.

ISBN: 9781303277870Subjects--Topical Terms:

3172312
Teacher education.

Educating English Learners in Non-Gateway Districts: Teachers' Perspectives, Practices, and Professional Preparation.
LDR:02988nmm a2200313 4500 001 2123929
005 20171009124612.5
008 180830s2013 ||||||||||||||||| ||eng d
020 $a 9781303277870
035 $a (MiAaPQ)AAI3589291
035 $a AAI3589291
040 $a MiAaPQ $c MiAaPQ
100 1 $a Randall, Lori A. $3 3285881
245 1 0 $a Educating English Learners in Non-Gateway Districts: Teachers' Perspectives, Practices, and Professional Preparation.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2013
300 $a 187 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: Margaret R. Hawkins.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2013.
520 $a Scholars in Second Language Acquisition (SLA) have long called for a reconceptualization of the field, in which sociocultural understandings of the nature of language, language use, and language acquisition are placed on an equal footing with cognitive understandings. This study, through an in-depth exploration of the beliefs, perceptions and practices of high-school level English as a Second Language (ESL) teachers and an analysis of the programs that prepared them, reveals a number of reasons why such a reconceptualized understanding of language is crucial to the success of teacher preparation programs in preparing candidates to work effectively with adolescent English Learners (ELs). Data for this qualitative collective case study was gathered both from secondary-level ESL teachers in non-gateway school districts in a Midwestern state and from teacher educators at those institutions of higher education attended by participating teachers. The data is comprised of interviews with both groups of participants as well as observations of teachers' work. Analysis suggests that the skills and knowledge upon which secondary-level ESL teachers in non-gateway districts draw in working with ELs may be restricted by their experiences with teacher preparation programs that embrace a narrow conception not only of the nature of language, language use, and language acquisition but also of teachers' work.
520 $a Recommendations are offered for enhancing the effectiveness of preparation programs in readying ESL teachers for their work. While this study will be of interest to all teacher educators, it holds particular relevance for those who prepare secondary-level teachers for their work with ELs in non-gateway districts. In thus focusing on secondary education in non-gateway districts, the study addresses a gap in the literature on ESL teacher preparation, which has typically focused on the needs of elementary-level ELs and ESL teachers in traditional urban gateway areas.
590 $a School code: 0262.
650 4 $a Teacher education. $3 3172312
650 4 $a English as a second language. $3 516208
650 4 $a Secondary education. $3 2122779
690 $a 0530
690 $a 0441
690 $a 0533
710 2 $a The University of Wisconsin - Madison. $b Curriculum & Instruction. $3 2093597
773 0 $t Dissertation Abstracts International $g 74-11A(E).
790 $a 0262
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3589291