Relevant bibliographies by topics / Beginning english teacher

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Beginning english teacher'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Beginning english teacher"

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Hahs-Vaughn, Debbie L., and Lisa Scherff. "Beginning English Teacher Attrition, Mobility, and Retention." Journal of Experimental Education 77, no. 1 (2008): 21–54. http://dx.doi.org/10.3200/jexe.77.1.21-54.

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Garvis, Susanne. "Beginning generalist teacher self-efficacy for music compared with maths and English." British Journal of Music Education 30, no. 1 (2012): 85–101. http://dx.doi.org/10.1017/s0265051712000411.

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In 2008, 201 beginning generalist teachers throughout Queensland, Australia, responded to a questionnaire intended to create a snapshot of current self-efficacy beliefs towards teaching music. Beginning teachers were asked to rank their perceived level of teacher self-efficacy for music, English and maths. Results were analysed through a series of repeated measures ANOVAs to compare the mean scores for statistical difference. Findings suggest that generalist beginning teacher self-efficacy for music declines as years of teaching experience increase, while teacher self-efficacy for English and
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Grossman, Pamela, and Clarissa Thompson. "District Policy and Beginning Teachers: A Lens on Teacher Learning." Educational Evaluation and Policy Analysis 26, no. 4 (2004): 281–301. http://dx.doi.org/10.3102/01623737026004281.

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This analysis considers the role district policy environments play in the lives of beginning teachers. As part of a larger longitudinal study of teacher learning in the language arts, the authors analyzed the experiences of three first-year teachers in two contrasting school districts. This article assesses the role of policies concerning curriculum, professional development, and mentoring in teachers’ opportunities in learning to teach language arts. The ways in which districts were organized had consequences for what these beginning teachers learned about teaching; district structures either
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Jo, Yun Hui, and Yun Joo Park. "The Effect of Teacher’s Corrective Feedback Through Online Conferencing on Elementary Students’ English-Speaking Confidence." STEM Journal 22, no. 3 (2021): 59–77. http://dx.doi.org/10.16875/stem.2021.22.3.59.

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The purpose of this study is to investigate the effect of teacher's corrective feedback through online conferencing on elementary students' English-speaking confidence. This study was conducted for 4 months from August to December 2020. There were 6 participants, aged 8 to 13 enrolled in a private education institute where they attended English classes using mobile devices. During this case study, the students were asked to use English, learners’ target language when interacting with their teacher. When learners struggled to understand the teacher’s English instructions, the teacher guided the
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Tahir, Adnan, Akhtar Iqbal, and Abrar Hussain Qureshi. "Classroom Management: A Challenging Part in Beginning English Teachers’ Career Entry Stage." International Journal of English Linguistics 8, no. 4 (2018): 155. http://dx.doi.org/10.5539/ijel.v8n4p155.

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Classroom management is the vital professional content of successful professionalization of beginning teachers. This study explores the challenges beginning English teacher face in classroom management during early years of teaching career. Through survey method and using a valid questionnaire tool the required data was collected and then analyzed statistically using SPSS 16. A sample of beginning English teachers was carefully chosen through stratified sampling from 43 schools located in Faisalabad city, Pakistan. In total, 113 participants responded to questionnaires and 20 participated in t
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Yao, Jun, and Jinghe Han. "Bilingual Beginning Mandarin Teachers’ Classroom English in Sydney Schools: Linguistic Implications for Teacher Education." Asia-Pacific Education Researcher 22, no. 2 (2012): 127–36. http://dx.doi.org/10.1007/s40299-012-0005-5.

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Inayah, Arin. "ENGLISH TEACHING INSTRUCTION FOR NON-ENGLISH LEARNERS." Jurnal ELink 6, no. 1 (2019): 117. http://dx.doi.org/10.30736/e-link.v6i1.116.

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The quality of educational institutions is influenced by teaching and learning process that is students and lecturers. Novalita (2006) state that to learn a language the learners need more than just once or twice, but they need many time to understand the language, the real meaning of the language, the structure of the language, and so on. There is no good strategies in teaching process, but suitable strategy which is can be used in the teaching process. Therefore, every teacher or lecturer should master many strategies in the teaching and learning process. Some strategies can be applied to so
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Hamzah, Hamzah. "PENGUNAAN KODE BAHASA OLEH GURU DALAM PENGAJARAN BAHASA INGGRIS DI SEKOLAH MENENGAH ATAS." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 2, no. 1 (2008): 1. http://dx.doi.org/10.24036/ld.v2i1.7356.

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This study is aimed at investigating how the English teachers used language codes in their classroom. The findings of the study revealed that the teachers used Indonesian and English interchangeably, and the larger proporsion is English. The teacher made a marked switching when the introduced new information or intructionand unmarked when there was no new information or instruction introduced. The switching also might occur when they translated what they have just said, and when they introduced the interaction particles at the beginning of their utterances. The findings of the study also revea
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Trent, John. "Becoming a teacher: the identity construction experiences of beginning English language teachers in Hong Kong." Australian Educational Researcher 39, no. 3 (2012): 363–83. http://dx.doi.org/10.1007/s13384-012-0067-7.

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Macaluso, Kati, Cori McKenzie, Jennifer VanDerHeide, and Michael Macaluso. "Constructing English: pre-service ELA teachers navigating an unwieldy discipline." English Teaching: Practice & Critique 15, no. 2 (2016): 174–89. http://dx.doi.org/10.1108/etpc-02-2016-0035.

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Purpose The purpose of this paper is to describe a pedagogical innovation – a matrix construction exercise – intended to help pre-service teachers (PTs) navigate the multiple and oftentimes competing discourses that shape the school subject English Language Arts (ELA). Design/methodology/approach To explore the various ways the PTs drew on the discursively constructed paradigms of ELA throughout their teacher preparation program, researchers (themselves teacher educators) conducted an intertextual analysis (Prior, 1995) of PTs’ classroom texts and interview transcripts. Findings The intertextu
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Dissertations / Theses on the topic "Beginning english teacher"

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Brutsman, Jane Mary. "District-level professional development the impact on beginning teacher implementation practices /." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1216741961&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Thompson, Mary C. "Beginning Teachers' Perceptions of Preparedness: A Teacher Education Program's Transferability and Impact on The Secondary English/Language Arts Classroom." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/67.

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In October 2009, United States Secretary of Education Arne Duncan declared in a speech to Columbia University’s Teacher’s College that many university teacher preparation programs are outdated and must undergo major reform in order to produce high quality teachers needed to improve academic achievement for all students (U.S. Department of Education, 2009). Duncan stated that “America’s university-based teacher preparation programs need revolutionary change – not evolutionary tinkering” (U.S. Department of Education, 2009, p.2). To improve student success in the classroom, policy makers must
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Yang, Juan. "Teacher and pupil beliefs about beginning to learn Chinese language in English secondary schools." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/77662/.

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This study investigated the beliefs of beginner learners of Chinese as a foreign language (CFL) and also their teachers‘ beliefs, about the difficulties presented by Chinese learning and teaching, and how learners overcame the difficulties they encountered. The study compared beliefs of teachers and pupils who had different levels of experience in the context of English secondary schools. The relationship between beliefs and an individual‘s background and experience was also explored. The study was situated in a pragmatic paradigm, using a mixed method, including both quantitative and qualitat
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Edge, Christi Underwood. "Making Meaning with "Readers" and "Texts": A Narrative Inquiry into Two Beginning English Teachers' Meaning Making from Classroom Events." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3722.

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Situated in a transactional paradigm, connections between the constructs of meaning and experience in both teacher education and reading in English education guided my construction of a theoretical framework called Classroom Literacy. This framework extends Rosenblatt's Transactional Theory of Reading (1978, 1994, 2005), broadens the concept of text to include the verbal and non-verbal communicative signs related to the context of the classroom, and positions teachers as "readers" of their classrooms as texts. The Classroom Literacy theoretical framework guided my thinking as I re-conceptualiz
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Baser, Zeynep. "First Year Of English Teaching In A Rural Context: A Qualitative Study At An Elementary School In Turkey." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614668/index.pdf.

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This study aimed to explore how a rural elementary school and community situated English language education in Central Turkey, and how the rural context shaped a beginning English language teacher&rsquo<br>s professional identity and teaching practices. In order to achieve this goal, a qualitative case study was conducted. The required data were obtained through three major methods<br>semi-structured interviews, a time and motion study, and an open-ended questionnaire. The interviews were all audio-recorded and transcribed verbatim. The time and motion study involved the recording of the Engli
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Nieves, Maria Rosario Garcia. "O professor iniciante de língua inglesa e a influência do mentor na construção de seus conhecimentos profissionais." Universidade Católica de Santos, 2017. http://biblioteca.unisantos.br:8181/handle/tede/3881.

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Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2017-08-22T14:24:33Z No. of bitstreams: 1 Maria Rosario Garcia Nieves.pdf: 2811831 bytes, checksum: 2465debf02b371fdc107aa00b786064f (MD5)<br>Made available in DSpace on 2017-08-22T14:24:33Z (GMT). No. of bitstreams: 1 Maria Rosario Garcia Nieves.pdf: 2811831 bytes, checksum: 2465debf02b371fdc107aa00b786064f (MD5) Previous issue date: 2017-06-22<br>This research, of exploratory matter in its essence, takes part of the discussion of professional development of beginning English teachers and the constr
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Jesry, Abdulrahman. "Learning to teach English : untrained beginning teachers during their first year of teaching in Syria." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/18015.

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There is a growing consensus that learning to teach is a complex process. It is not only a simple matter of extending the pedagogical repertoire of content expertise. It is also about establishing oneself as a teacher within the institutional and instructional contexts of schools and classrooms and learning the norms of behaviour as well as how to respond to different sets of forces and dilemmas in the workplace. While the process of learning to teach has been well documented in general education, detailed studies on this phenomenon in the field of ELT have been rather limited in number. Furth
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McGowan, Jessica E. "Training and resource guide for beginning teachers of TESOL." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/452.

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Song, Minjeong. "Beginning teachers' identity and agency : a case study of L2 English teachers in South Korea." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:920f7cf5-c02f-4205-90a7-bca08c7095cb.

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Beginning teachers' first years of professional teaching have been extensively researched as a transformative time with a focus on their coping with praxis shock. Whilst the subtext of the literature often positions entrant teachers as in need of support and guidance at large, little research has concerned their agency at work, that is, how they create and recreate their opportunities for learning and development. The present study follows four beginning L2 English teachers' first year of teaching in two public high schools in South Korea and aims to understand how they navigate, make sense of
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Tang, Elaine Hau Hing. "Experience of and support for beginning English teachers : a qualitative Hong Kong case study." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/49811/.

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This thesis reports on qualitative case study research into the experience of six novice English teachers in Hong Kong (HK). It describes their perceived experience, particularly the problems and challenges they encountered, as well as the induction and mentoring support they received during the first year of teaching. While the benefits of different forms of induction support (mentoring in particular) have been established, few studies have focused on specific factors that affect the perceived effectiveness of mentoring, from the point of view of both the mentors and the mentees. The current
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Books on the topic "Beginning english teacher"

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McCann, Thomas M. Supporting beginning english teachers: Research and implications for teacher induction. National Council of Teachers of English, 2005.

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Dybwad, G. L. James A. Michener: The beginning teacher and his textbooks. The Book Stops Here, 1995.

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Succeeding with English language learners: A guide for beginning teachers. Corwin Press, 2006.

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Ofsted. Secondary Initial Teacher Training partnership based on University of Greenwich, Avery Hill Campus, Avery Hill Road, Eltham, SE9 2HB: English - re-inspection : inspected 19-20 January 1998, 23-24 February 1998, and week beginning 8 June 1998. Ofsted, 1998.

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Molina, Sarina Chugani. Teaching English in local and global contexts: A guidebook for beginning teachers in TESOL. S. Molina], 2013.

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Siska, Heather Smith. Cowichan tribes' beginning Hul' q̲umi'num': A language guide for parents, teachers and learners. Cowichan Tribes Cultural and Education Centre, 1999.

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Uhlenbeck, Anne Marie. The development of an assessment procedure for beginning teachers of English as a foreign language. ICLON Graduate School of Education, Leiden University, 2002.

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Schmidt, Patricia A. Beginning in retrospect: Writing and reading a teacher's life. Teachers College Press, 1997.

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Qing jing hua yu: Chinese for everyday scenarios : beginning Mandarin Chinese for native English speakers and Chinese teachers. Tong yi chu ban she you xian gong si, 2012.

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Savage, K. Lynn. Teacher Training Through Video: Beginning Literacy. Addison Wesley Publishing Company, 1997.

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Book chapters on the topic "Beginning english teacher"

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Ravimandalam, Seetha. "English Exam Prep." In Beginning Teachers. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_6.

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Trzebiatowski, Kamil. "Building Academic Language in Learners of English as an Additional Language: From Theory to Practical Classroom Applications." In NQT: The Beginning Teacher's Guide to Outstanding Practice. Learning Matters, 2017. http://dx.doi.org/10.4135/9781529714661.n11.

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Lim, Donna, Linda Mary Hanington, and Willy Renandya. "Empowering Beginning EL Teachers in Literacy Pedagogical Practices." In Initial English Language Teacher Education. Bloomsbury Publishing Plc, 2017. http://dx.doi.org/10.5040/9781474294430.0010.

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Williams, Yvonne. "Continuing the mentoring of beginning English teachers beyond their intitial teacher training." In Mentoring English Teachers in the Secondary School. Routledge, 2019. http://dx.doi.org/10.4324/9780429490477-14.

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Wilson, Amanada K. "Teacher Tales About Professional Development in an Evolving Profession." In Formación de docentes en universidades latinoamericanas. Editorial Uniagustiniana, 2019. http://dx.doi.org/10.28970/9789585498273.05.

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This chapter presents the results of an investigation which explores the impact on in-service teacher development resulting from an evolution in English language teaching in Mexico. Using a qualitative approach grounded in sociocultural theory, it presents the narrated stories of seven English language teachers whose experiences span a period of almost a quarter of a century at a public university in central Mexico. Their development as teachers is seen through the re-living, telling, and re-telling of their lived experiences viewed through a Vygotskian lens. A thematic re-storying system is used to analyze the data collected, revealing common themes beginning with the participants’ entry into the profession, their socialization into the community of teachers, and ultimately, their motivation to develop as teachers. This study is not meant to offer an exhaustive review of all teachers throughout the country, but through these narrated stories, both the how and the why of participants’ in-service teacher development tell a bigger story of a winding path from institutionally-promoted teacher training to self-motivated teacher development and a growing sense of professionalism.
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Robertson, Laura, and Renee M. R. Moran. "Teacher Perspectives on Science and Literacy Integration." In Advances in Early Childhood and K-12 Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6364-8.ch020.

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In this chapter, the authors discuss teachers' perspectives on science and literacy integration in secondary classrooms. Beginning with teacher belief, the authors posit that teachers must first believe in the value of science and literacy integration to themselves, their students, or to district, curriculum, or assessment goals in order to implement integration. After belief in the value of integration is established, teachers vary in their approaches to implementation. Analysis of focus group data from middle and high school English language arts (ELA) and science teachers reveals patterns in frequency, strategies, and barriers to integration by subject area. In conclusion, the authors offer a framework for integration that explains teachers' approaches to integration at the classroom and team levels and suggests methods for advancing science and literacy integration.
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Treiman, Rebecca. "Introduction." In Beginning to Spell. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195062199.003.0004.

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To be literate, people must be able to read and to write. There has been a large amount of research on the first aspect of literacy, reading. We now know a good deal about how adults read and about how children learn to read. We know much less about the second aspect of literacy, writing. One aspect of learning how to write is learning how to spell. How do children manage this, especially in a language like English that has so many irregular spellings? That is the topic of this book. In this book, I present a detailed study of the spellings produced by a group of American first-grade children. I ask what the children’s spellings reveal about their knowledge of language and about the development of spelling ability. In these days of computerized spelling checkers, is learning to spell correctly still necessary for being a good writer? I believe that it is. In her review of research on beginning reading, Marilyn Adams (1990, p. 3) states that “the ability to read words, quickly, accurately, and effortlessly, is critical to skillful reading comprehension— in the obvious ways and in a number of more subtle ones.” Similarly, the ability to spell words easily and accurately is an important pan of being a good writer. A person who must stop and puzzle over the spelling of each word, even if that person is aided by a computerized spelling checker, has little attention left to devote to other aspects of writing. Just as learning to read words is an important part of reading comprehension, so learning to spell words is an important part of writing. In the study reported in this book, I focus on a group of American first-grade children who were learning to read and write in English. These children, like an increasing number of children in America today, were encouraged to write on their own from the very beginning of the first-grade year. Their teacher did not stress correct spelling. Indeed, she did not tell the children how to spell a word even if they asked.
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Treiman, Rebecca. "The Influence of Orthography on Children’s Spelling of Vowels and Consonants." In Beginning to Spell. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195062199.003.0009.

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So far, the first graders’ spellings have been studied from a phonological perspective. Spellings have been classified according to the phonemes they symbolize in order to examine children’s knowledge of the various phoneme-grapheme correspondences of English. The results of these analyses have shown that children’s spellings are built on their conceptions of phonemic structure. But orthographic influences have been visible too. As we have seen, the words that children see and read affect their own attempts to spell. In this chapter, these orthographic influences take center stage. The children’s spellings are classified according to the conventional spellings of the words that they represent in order to examine children’s knowledge of such orthographic features as digraphs and final is. The question is whether and how the conventional spelling of a word affects children’s attempts to spell the word. The special characteristics of these children’s first-grade experience make it particularly interesting to examine their learning of orthographic conventions. These children received little direct instruction in spelling. Even if they asked how to spell a word, their teacher did not tell them. The children were not explicitly taught about such orthographic conventions as the fact that ck occurs in the middles and at the ends of words but not at the beginnings of words. Did the children nevertheless pick up such conventions from the words they saw and read? For example, did they induce that ck occurs only in the middles and at the ends of words from seeing words like package and sick but not words like ckatl To anticipate the results presented in this chapter, the children did pick up this and other orthographic patterns on their own. Thus, the findings suggest that children can learn about certain orthographic conventions from their experiences with printed words, in the absence of direct instruction. The results presented in this book show that children often misspell graphemes such as ai and sh. Clearly, children have difficulty with graphemes in which two or more letters symbolize a single phoneme. Less clear, at this point, are the sources of this difficulty and the conditions under which it occurs.
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Hughes, Janette, and Lorayne Robertson. "The Power of Digital Literacy to Transform and Shape Teacher Identities." In Cases on Online Learning Communities and Beyond. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1936-4.ch004.

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In this chapter, the authors focus their attention on the case studies of three beginning teachers and their use of digital storytelling in their preservice education English Language Arts classes. They undertook this research to determine if preservice teachers who are exposed to new literacies and a multiliteracies pedagogy will use them in transformative ways. The authors examine their subsequent and transformed use of digital media with their own students in the classroom setting. One uses a digital story to reflect on past injustices. Another finds new spaces for expression in digital literacy. A third uses the affordances of digital media to raise critical awareness of a present global injustice with secondary school students. The authors explore their shifting perceptions of multiple literacies and critical media literacy and how these shifts in thinking help shape or transform their ideas about teaching and learning in English Language Arts.
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Aghai, Laila. "What Teachers Need to Know About English Language Learners' Translanguaging in the Classroom." In Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9348-5.ch007.

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This qualitative research study focuses on English language learners who are continuing their education in the U.S. high schools and examines their translanguaging in the classroom. When students are learning a second language, they use their linguistic repertoire and their knowledge in English and their native language for negotiation of meaning. In order to gain a better understanding of the students' translanguaging, one ESL teacher and 10 ESL students were interviewed and observed in a classroom. The ESL students spoke Arabic as their native language and had beginning to intermediate proficiency levels. The findings of the study showed that English language learners use various strategies to make the content comprehensible by making connections between their knowledge in their L1 and L2.
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Conference papers on the topic "Beginning english teacher"

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Delplancq, Véronique, Ana Maria Costa, Cristina Amaro Costa, et al. "STORYTELLING AND DIGITAL ART AS A MEANS TO IMPROVE MULTILINGUAL SKILLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end073.

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The use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, b
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Rodríguez-Abruñeiras, Paula, and Jesús Romero-Barranco. "From scribe to YouTuber: A proposal to teach the History of the English Language in the digital era." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9303.

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The present paper deals with a proposal for enhancing students’ engagement in the course ‘History of the English Language’ of the Degree in English Studies (Universitat de València). For the purpose, the traditional lectures will be combined with a research project carried out by groups of students (research teams) in which two digital tools will be used: electronic linguistic corpora and YouTube. Electronic linguistic corpora, on the one hand, will allow students to discover the diachronic development of certain linguistic features by looking at real data and making conclusions based on frequ
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Thị Thảo dang, ly, Sean Watts, and Trung Quang Nguyen. "Massive Open Online Course: International Experiences and Implications in Vietnam." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3745.

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Aim/Purpose: This research critically reviews literature examining the prior empirical and case study research studies to help educators and to shape the conceptual framework of what and how to prepare for MOOCS (Massive Open Online Courses), especially in Vietnam, SouthEast Asia, and developing countries. Background: MOOCs are a disruptive trend in education. Several initiatives have emerged recently to support MOOCS, and many educational institutions started offering courses as MOOCS. Designing a MOOC is not an easy task. Educators need to face not only pedagogical issues, but logistical, te
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