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Mother Tongue and Mathematics Instruction in Multilingual Contexts: An Quantitative Analysis of Teacher Cognition among Elementary-grade Teachers
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The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers
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The Unity of Cognition and Emotion in Preschool Teachers' Understandings of Language Learning and Language Use
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Multilinguisme en situation d'enseignement du Français Langue Etrangère : attitudes des enseignants envers les langues autres que la langue cible
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In: EISSN: 2570-2432 ; Language Education and Multilingualism – The Langscape Journal ; https://hal.archives-ouvertes.fr/hal-02491234 ; Language Education and Multilingualism – The Langscape Journal, The Langscape Network c/o Humboldt-Universität zu Berlin, 2019, 2, pp.53-69. ⟨10.18452/20621⟩ (2019)
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Multilinguisme en situation d’enseignement du Français Langue Etrangère : attitudes des enseignants envers les langues autres que la langue cible ...
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Xue, Lin. - : Humboldt-Universität zu Berlin, 2019
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Multilinguisme en situation d’enseignement du Français Langue Etrangère : attitudes des enseignants envers les langues autres que la langue cible
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Xue, Lin. - : Humboldt-Universität zu Berlin, 2019
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Adult Educators at the Crossroads of Language Learning and Workforce Development: A Qualitative Study of Teacher Agency
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In: Graduate Masters Theses (2019)
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Abstract:
Since the passage of the Workforce Innovation and Opportunity Act (WIOA) in 2014, there has been renewed questioning about the nature and purpose of adult education programs in the United States, including English for Speakers of Other Languages (ESOL). The heavy workforce development orientation of the new law is a starker manifestation of trends focused on job training which have been sweeping through the field of adult education for the last few decades. In the midst of these shifts, little research has been done to investigate what the educators charged with meeting these policy goals think about these changes, the nature of their work in this context, and how they negotiate any challenges or contradictions the situation presents. This case-study used cultural historical activity theory (CHAT) and a thematic analysis to investigate adult education ESOL teachers' perspectives about this system and their own agency within it. CHAT informed the project during its preliminary phases. The study found that the greater resources and rule-making powers of the federal policymaking activity system exert pressure on the local adult education activity system, transforming teachers’ imagined objects into the economic outcomes prioritized at the federal level. Despite this, the teachers in the study creatively used their own agency to interact with the tools, community, and division of labor within their programs, in an effort to preserve their own goals.
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Keyword:
Adult and Continuing Education; Adult education; Cultural historical activity theory; Education Policy; English for Speakers of Other Languages; First and Second Language Acquisition; Neoliberalism; Teacher cognition; Workforce Innovation and Opportunity Act
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URL: https://scholarworks.umb.edu/masters_theses/591
https://scholarworks.umb.edu/cgi/viewcontent.cgi?article=1592&context=masters_theses
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| 8 |
Exploring the Intersection Between Teachers’ Beliefs and Research Findings in Pronunciation Instruction
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In: World Languages and Cultures Publications (2018)
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Native English-Speaking Teachers Using Korean to Teach EFL in South Korea: A Sociocultural Analysis of Teachers' Beliefs and Practices
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Diffusion of the CEFR among Vietnamese teachers: a mixed methods investigation
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| 11 |
Do all students understand the same message? High school teachers' use of non-literal expressions
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Investigating vocabulary in academic spoken English: Corpora, teachers, and learners
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Advocating School-University Partnership for Responsive Teacher Education and Classroom-based Curricula: Evidence from Teachers’ Cognitions about Principles of Curriculum Design and Their Own Roles
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In: Australian Journal of Teacher Education (2016)
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The Impact of teacher cognition and classroom practices on IELTS test preparation courses in the Australian ELICOS sector
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| 15 |
A Mixed Methods Investigation of ESOL Teacher Advocacy: It's Not Going in and Just Teaching English ...
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| 16 |
Personal Practical Knowledge of Graduate Spanish-Teaching Assistants: An Issue of Experience
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In: Applied Linguistics and English as a Second Language Dissertations (2014)
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La enseñanza bilingüe a partir de las representaciones del profesorado : un estudio integrado
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Teachers’ Reported Beliefs about the role of Grammar, and their Observed Pedagogical Practices of Foreign Languages Teaching in England
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Liviero, Sara. - : University of Exeter, 2014. : College of Social Sciences and International Studies, Graduate School of Education, 2014
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De l’influence de l’expérience sur l’agir enseignant
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In: ISSN: 0339-7513 ; Éducation permanente ; https://hal.archives-ouvertes.fr/hal-01934015 ; Éducation permanente, Arcueil : Éducation permanente, 2013, 196, pp.129-138 (2013)
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An Investigation of Language Teachers’ Explorations of the Use of Corpus Tools in the English for Academic Purposes (EAP) Class
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In: Applied Linguistics and English as a Second Language Dissertations (2013)
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