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Faculty's Experiences Teaching Engli...

Ayari, Chedia A.

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Faculty's Experiences Teaching English Language Learners in Higher Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Faculty's Experiences Teaching English Language Learners in Higher Education./
作者:	Ayari, Chedia A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	346 p.
附註:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
標題:	Higher education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30489531
ISBN:	9798379506605

Faculty's Experiences Teaching English Language Learners in Higher Education.
Ayari, Chedia A.

Faculty's Experiences Teaching English Language Learners in Higher Education. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 346 p.

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ph.D.)--Montclair State University, 2023.

This item must not be sold to any third party vendors.

Conducted in a large size four-year state university, the purpose of this qualitative study was to learn how faculty of multiple disciplines examined and made meaning of their instructional practices and decisions when teaching ELL students, how they modified their instruction to meet the needs of ELLs, and what they saw as areas of struggle when working with this student population. Critical pedagogy (Freire, 1970) was used as a theoretical framework to further investigate the complex nature of how higher education faculty make meaning of their instructional experiences when teaching ELLs within the hierarchical structures inherent in higher education and society at large. Hence, the analyses and discussions were structured through the lens of a Freirean critical pedagogy which allowed me to reveal the complexity of higher education faculty's teaching experiences when teaching ELLs and how their instructional decisions are rooted within these hierarchal institutional structures. The findings revealed that all participant faculty were genuinely empathetic towards their ELL students' level of English proficiency and how it affected their learning outcomes, and they all expressed interest in attempting to modify their instruction to meet the needs of these students. However, they reported real concerns and frustrations due to their lack of knowledge, expertise, adequate preparation, and especially institutional support to address such needs. The prospect of having to attend to yet another task, in addition to already existing responsibilities, created tension and exacerbated already existing challenges, as faculty attempted to navigate their teaching load and academic obligations while attending to their ELL students' linguistic needs as a catalyst for their learning outcomes and academic success.

ISBN: 9798379506605Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

English Language Learners

Faculty's Experiences Teaching English Language Learners in Higher Education.
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