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Connecting to Figure Out How to Teach ESOL: A Grounded Theory ...
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Abstract:
This research explored how teachers who started teaching English to Speakers of Other Languages (ESOL) in post-secondary education without teaching or applied linguistics qualifications or prior teaching experience figured out how to teach. From constructivism, pragmatism and symbolic interactionism philosophical positions, I used grounded theory to explore the social context and guide cyclic, flexible research processes to a point of saturation. During semi-structured one-hour interviews, seven participants shared their experiences and perspectives. Literature was also included as data. Constant comparative analysis was used to identify properties, concepts, categories, a basic social process, and a grounded theory. Participants gave feedback about the emerging concepts, categories, theoretical ideas, and basic social process. The basic social process participants used to resolve their main concern of needing to figure out how to teach ESOL was identified as Connecting. The substantive grounded theory of ...
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Keyword:
communities of practice; connecting; grounded theory; learning at work; reflective practice; teacher education; teaching as inquiry
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URL: https://research.usc.edu.au/esploro/outputs/doctoral/99549706202621
https://dx.doi.org/10.25907/00076
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| 2 |
'People have probably offered to buy me a dictionary 20 times since I've been here': Risk management within a community of journalists in francophone Canada
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In: ISSN: 1740-357X ; The journal of specialised translation, Vol. 37 (2022) pp. 35-54 (2022)
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| 3 |
Counterstories of Honors Students of Color
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In: Honors in Practice -- Online Archive (2022)
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SISTERS IN A JAPANESE PROFESSIONAL COMMUNITY: UNCOVERING FACTORS FOSTERING PARTICIPATION ...
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| 5 |
SOCIAL JUSTICE WARRIORS: COACHING TEACHERS TO ENACT CULTURALLY RESPONSIVE PEDAGOGY
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| 6 |
Attitudes toward Teaching English in Lebanon: An Exercise in Critical Applied Linguistics
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Azzi, R. - : University of Exeter, 2021. : Graduate School of Education, 2021
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| 7 |
How Virtual Reality Can Change Finding a Community of Practice for Second Language Development
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| 9 |
Forced Transitions: Learning ASL In A Virtual Environment
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In: Northwest Journal of Teacher Education (2020)
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| 10 |
Teachers' conceptions of their actions with students on placement
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| 11 |
Camionneuses s’abstenir: Lesbian Community Creation Through the Personals ; Camionneuses s’abstenir: a construção de uma comunidade lésbica através de anúncios pessoais
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In: Cadernos de Linguagem e Sociedade; v. 21 n. 2 (2020): Dossiê Perspectivas Queer nos Estudos da Linguagem e Fluxo contínuo; 350-369 ; 2179-4790 ; 0104-9712 ; 10.26512/les.v21i2 (2020)
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| 12 |
The Social Lives of Adolescent Study Abroad Learners and Their L2 Development
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| 13 |
Professional Identity (Re)Construction of L2 Writing Scholars
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In: L2 Journal, vol 11, iss 2 (2019)
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| 14 |
Engaging in a Rural Deaf Community of Practice
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In: Dissertations and Theses (2019)
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| 15 |
Overseas Qualified Nurses’ (OQNs) perspectives and experiences of intraprofessional and nurse-patient communication through a Community of Practice lens
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| 18 |
Foreign language classroom communities of practiceS: An extended social learning theory for classroom foreign language education
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| 19 |
Ethics of Engagement and Insider-Outsider Perspectives: Issues and Dilemmas in Cross-Cultural Interpretation
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| 20 |
Constructing Standards in Communities: Tutors’ and Students’ Perceptions of Assessment Practices on an MA Translation Course
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