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Syrian Female Refugees: Exploring Identity and Online Language Learning
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Hadid, Alia. - : Digital Commons @ University of South Florida, 2020
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In: Graduate Theses and Dissertations (2020)
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| 143 |
Examining maintained authenticity in a modified process-oriented English placement test
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| 144 |
ESL teachers’ perceptions of good mentoring practice in Senegal: An indigenous, postcolonial, and sociocultural analysis
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| 145 |
Teaching literature in the ESL context: Evaluation and didactic proposal on the graphic novel V for Vendetta
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| 146 |
The iPad - an EFL Revolution? An exploratory study of the iPad in tertiary education in the UAE
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Peel, R. - : University of Exeter, 2020. : Education, 2020
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| 147 |
Examining the Interactions among Second Language Teachers’ Pedagogical Content Knowledge, Knowledge of Metacognition, and Their Influence on Teaching Metacognition
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Abstract:
Three critical constructs in relation to teachers’ instruction were examined in this study. They are pedagogical content knowledge, knowledge of metacognition, and the teaching of metacognition. Pedagogical content knowledge is domain specific, which includes teachers’ knowledge about the subject and the translation of this knowledge into classroom activities. Knowledge of metacognition, on the other hand, is domain general, refers to the knowledge of identifying and delineating effective usages of general strategies in learning and self-knowledge. The teaching of metacognition refers to creating conditions where learning and fostering of metacognitive skills becomes plausible. This study examined the interactions between these two knowledge domains and their influence on teaching metacognition to second language adult learners in Language Instruction for Newcomers in Canada (LINC) classrooms. Based on Shulman’s (1987) teachers’ knowledge base categories, studies by Gatbonton (2008), Tarnanen (2015), Edwards (2014) explored teachers’ pedagogical content knowledge domain. Following Paris et al.’s (1983) framework, the metacognitive knowledge of teachers was examined in Wilson and Bai’s (2010) study that showed pre-service teachers lack of instructional knowledge in this domain. However, the interaction between these two domains and whether the interaction influence teaching metacognition to adult learners has not been discovered in second language context (i.e., LINC classrooms). To address this research gap, this study examined the three constructs using a qualitative approach. Eight LINC teacher participants answered 15 open-ended questions in 60-minute interviews. The questions were based on deductive categories related to the constructs. The inductive analysis of the data resulted in themes in all three constructs. The results suggest that the distinct knowledge areas (pedagogical knowledge, content knowledge, knowledge of curriculum and knowledge of learners) within LINC teachers’ pedagogical content knowledge are interconnected. The findings also suggest that teachers have better understanding in the declarative knowledge category of metacognition rather than in procedural and conditional categories. This understanding of metacognition is rooted more in practice rather than theory, which amalgamates with pedagogical content knowledge and influences their teaching of metacognition. The conclusion suggests future research in constructing LINC teachers’ explicit knowledge of metacognition (in all knowledge categories) through preservice and in-service teacher education programs. ; M.Ed.
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Keyword:
Adult ESL learners; Knowledge of Metacognition; LINC program; Second Language Teachers’ Pedagogical Content Knowledge; Teaching Metacognition
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URL: http://hdl.handle.net/1974/28183
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| 148 |
Southeast Asian Refugee-Learners: Identities Informing ESL Education and Support
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In: Journal of Southeast Asian American Education and Advancement (2020)
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| 150 |
Graduate Saudi ESL Students’ Perceptions of Writing Pedagogies in EFL Versus ESL Contexts: An Approach Toward Understanding Students’ Writing Difficulties
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In: Dissertations (2020)
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| 151 |
CANADIAN EXPERIENCE OF SECOND LANGUAGE TEACHER TRAINING ; КАНАДСЬКИЙ ДОСВІД ПІДГОТОВКИ ВЧИТЕЛІВ ДРУГОЇ ІНОЗЕМНОЇ МОВИ
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In: Problems of Modern Teacher Training; № 21 (2020): ; 6-12 ; Проблеми підготовки сучасного вчителя; № 21 (2020): Частина 1; 6-12 ; 2307-4914 (2020)
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| 152 |
Making Chó bò*: Troubling Việt speak : Collaborating, translating, and archiving with family in Australian contemporary art.
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| 153 |
The not so perfect present perfect in current Austrian teaching and learning materials
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| 154 |
Educational Challenges of Culturally and Linguistically Diverse Learners in Canada and in the United States of America: A Systematic Literature Review
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In: Major Papers (2020)
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| 155 |
Grammatical metaphor: WHAT, WHY and HOW
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To, VT. - : Systemic Functional Linguistics Interest Group (SFLIG), 2020
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| 157 |
Othering or inclusion? Teacher practice around Asian voices and identities in literature
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Thomas, A; To, V. - : Australian Association for the Teaching of English, 2020
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| 158 |
East-Asian philosophical concepts as analytical framework for interpreting non-western images in children's picturebooks
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| 159 |
Exploring an ESL teachers' beliefs and practices of teaching literary texts: A case study in Hong Kong
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| 160 |
Addressing challenges in the practice of critical literacy in EFL classrooms: A new framework
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