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Teachers’ beliefs and classroom practices related to students’ heritage language and culture
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In: Graduate Theses and Dissertations (2017)
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| 82 |
The influence of an online pronunciation teacher’s manual on teachers’ cognitions
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In: Graduate Theses and Dissertations (2017)
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Abstract:
Despite their importance, teacher’s manuals (TM) have never drawn much attention in language teaching research, and therefore they have not been researched from the perspective of pronunciation teaching. It may be that they have not been perceived as having a role more than being an answer key for student materials (Sheldon, 1987). However, TMs deserve attention since curriculum materials - including TMs - have a positive impact on teachers’ learning and professional development (Grossman & Thompson, 2008). TMs may especially be crucial in supporting teachers in pronunciation teaching since many teachers find this skill challenging because of lack of training (Foote, Holtby, & Derwing, 2011), lack of experience (Burns, 2006), lack of knowledge (Baker & Murphy, 2011), and lack of confidence (Bernat, 2008). This study investigated native and non-native English-speaking teachers’ (NEST and NNEST) cognitions – mainly knowledge –in relation to (1) pronunciation teaching and (2) pronunciation teaching materials. In addition, the study explored (3) how teachers used an online teacher’s manual (OTM) and (4) what kind of influences the OTM had on pronunciation teachers’ cognitions about and confidence in pronunciation teaching. Data of this study for the first two research questions came from the survey responses of 54 teachers (NEST=34; NNEST=20) and interview responses of 24 teachers (NEST=14; NNEST=10). Data for the third and fourth research questions came from the weekly journal responses and the tracking of real-time data use of eight teachers (NEST=5; NNEST=3) who taught with the OTM. Findings showed that native and non-native English-speaking teachers said that lack of subject-matter knowledge or pedagogical content knowledge made pronunciation teaching challenging at times. Lack of knowledge was shown to be influential on their confidence in teaching certain pronunciation features. Examination of teachers’ cognitions related to pronunciation teaching materials showed that most of the teachers used a textbook while teaching pronunciation and less experienced teachers relied on their textbooks more heavily. In line with this finding, less experienced teachers, regardless of their language background, used the OTM more strictly, and mostly for the guidance it provided rather than for the answers. The OTM was influential in increasing and refreshing teachers’ knowledge of pronunciation, regardless of language and education background, and in boosting some teachers’ confidence in teaching pronunciation. Additionally, the use of the OTM was influential on creating positive attitudes towards using technology in teaching for some teachers who previously preferred using printed materials. This study shows that all kinds of teachers, NESTs and NNESTs, inexperienced and experienced, trained and untrained may benefit from information presented in a multimodal format in an OTM. The OTM brings flexibility into teachers’ materials preferences with its practicality and accessibility. This study shows that a TM designed in an online platform is promising for making contributions to teachers’ cognitions including their knowledge, and attitudes, and therefore positively affecting their confidence as pronunciation teachers. In this, a TM can be more than just an answer key, and can also become an important contributor to the continuing development of teacher cognitions. For pronunciation teaching, where many teachers have had inadequate training, a well-designed TM can provide the support that can make their teaching more knowledgeable and effective.
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Keyword:
and Multicultural Education; Bilingual; English Language and Literature; Multilingual; online materials; pronunciation teaching; teacher cognitions; Teacher Education and Professional Development; teacher's manuals
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URL: https://lib.dr.iastate.edu/etd/16220
https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=7227&context=etd
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| 83 |
Closing the achievement gap through parent education and quantitative linguistic feedback: The use of LENA Start to improve the home linguistic environment and parental knowledge of child development
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In: Graduate Theses and Dissertations (2017)
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| 84 |
Linguistic and Nonverbal Abilities over Time in a Child Case of 22q11 Deletion Syndrome
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In: BIOLINGUISTICS; Vol. 11 (2017): Special Issue—50 Years Later: A Tribute to Eric Lenneberg’s Biological Foundations of Language; 57-82 ; 1450-3417 (2017)
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| 85 |
“Language and Brain: Developmental Aspects:” Eric Lenneberg at the Neurosciences Research Program in 1972
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In: BIOLINGUISTICS; Vol. 11 (2017): Special Issue—50 Years Later: A Tribute to Eric Lenneberg’s Biological Foundations of Language; 463-480 ; 1450-3417 (2017)
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| 86 |
THE MOTHER TONGUE IN MONOLINGUAL AND MULTILINGUAL CONTEXT ... : РОДНОЙ ЯЗЫК В МОНОЛИНГВИСТИЧЕСКОЙ И МНОГОЯЗЫЧНОЙ СРЕДЕ ...
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| 87 |
Γλωσσική και πολιτισμική αφύπνιση: μια προσέγγιση για την ανάπτυξη της πολυγλωσσικής και διαπολιτισμικής δεξιότητας σε παιδιά προσχολικής ηλικίας στην Ελλάδα ...
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| 89 |
Syntactic Processing and Word Learning with a Degraded Auditory Signal ...
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| 90 |
An Examination of Concepts of School Readiness Among Parents and Educators in Ireland
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In: Reports (2017)
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| 92 |
Protecting endangered languages: The case of Irish
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In: http://dx.doi.org/10.18193/sah.v3i2.110 (2017)
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| 93 |
Listening to Teachers’ and Teacher Candidates’ Discounted Stories about Cultural and Linguistic Diversity
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In: ETSU Faculty Works (2017)
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| 95 |
Differentiating the preterm phenotype: Distinct profiles of cognitive and behavioural development following late and moderately preterm birth.
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| 96 |
English language teachers’ perceptions and the impact of a standardised professional development program in Sabah, Malaysia: a mixed methods study
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Hiew, Wendy. - : Sydney, Australia : Macquarie University, 2017
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| 97 |
Representational Gesture as a Tool for Promoting Verb Learning in Young Children
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In: Psychology: Faculty Publications and Other Works (2017)
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| 98 |
Faculty Development Grant Report
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In: Post-Grant Reports (2017)
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| 99 |
The Difference between English and Math High School Teachers' Attitudes and Perceptions toward the Inclusion of English Language Learner Students
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In: Doctoral Dissertations and Projects (2017)
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| 100 |
Acquisition of quantifier raising of a universal across an existential: Evidence from German
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In: Glossa: a journal of general linguistics; Vol 2, No 1 (2017); 46 ; 2397-1835 (2017)
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