Academic literature on the topic 'Teacher of english'
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Journal articles on the topic "Teacher of english"
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Irmayani, Nunung Anugrawati, and Andi Bulkis Maghfirah Mannong. "TEACHERS’ STRATEGIES IN OVERCOMING STUDENTS’ ANXIETY IN SPEAKING ENGLISH." Indonesian Journal of Psycholinguistics 1, no. 3 (2022): 133–42. http://dx.doi.org/10.56983/ijp.v1i3.423.
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This research aimed to find out the teachers’ strategies in overcoming student’ anxiety in speaking English and students’ perception toward the strategies used by the teacher to overcome student’ anxiety in speaking English at SMAN 1 Gowa. This research was a descriptive qualitative research. The data was collected through observation checklist and semi-structured interview. The participants were the English teachers and students of at SMAN 1 Gowa. The researcher took 6 students from 3 classes; the X IPS1, XI IPA1, and XII IPA5 class and there English teachers.The findings showed about the teachers’ strategies to overcome students’ anxiety in speaking English and students’ perceptions toward the strategies used by the teachers. First, there were three strategies that were used by the teachers. The teacher who teaches at X IPS1 (T1) used playing games strategy, the teacher two who teaches at XI IPA1 (T2) used question and answer strategy, and the last teacher who teacher at XII IPA5 (T3) used guess word strategy in overcoming students’ anxiety in speaking English. Second, every single students who became respondents in this research said that they agree with the strategies used by the teacher can overcome their anxiety in speaking English.
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Koceva, Ana, Dafina Kostadinova, and Tanya Tabutova. "BRITISH ENGLISH VERSUS AMERICAN ENGLISH PREFERENCE BY UNIVERSITY STUDENTS OF EFL." Teacher, no. 26 (November 13, 2023): 6–10. http://dx.doi.org/10.20544/teacher.26.01.
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For decades English has been considered a global language used as not only a native language, but as an official language, a second language in many countries and taught as a foreign language worldwide. Herein, English includes numerous varieties, regional and local dialects, professional speech, slangs, jargons etc. The variety of English is an important feature for learners of EFL, especially for future teachers of English. The constant exposure to different types of English through television, movies, online content etc. might hinder the fluency of EFL learners. Therefore, EFL teachers need to help their students and prevent any ambiguities due to the differences between American and British English. In this research, we have analysed the preference of students between British English and American English vocabulary. The analysis includes 60 first year students of English language and literature from the University “Goce Delcev” in North Macedonia and the South-West University in the Republic of Bulgaria. The results provide an insight on both the knowledge and linguistic preference of students between the two standardized English varieties and enable teachers, university professors and English coursebooks authors to determine their approach in class and help students master fluency.
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Hasibuan, Faninsky Aryanti La Ajina, Desi Rahma Yuni Br.Sinulingga, and Mursyid Mubarok. "TEACHER’S QUESTIONS IN ENGLISH CLASSROOM INTERACTION." Proceedings of International Conference on Education 2, no. 1 (2024): 761–70. http://dx.doi.org/10.32672/pice.v2i1.1355.
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The goal of this study was to describe teachers’ questions in English classroom Interaction and the function of questions that the teachers asked. A descriptive qualitative design was used in this study. The data and source of data was one English teacher who teaches at grade 11 at SMA Negeri 15 Medan. The data were collected by using videotaping and interviews. The data were analyzed by using descriptive qualitative. The result showed that (1) The teacher asked remembering (81.5), understanding (17%) and applying (1.5%) to students. The teacher asked questions to stimulate and maintain students’ interest, encourage students to think and focus on the content of the lesson, enable teachers to clarify what students have said, elicit particular structures or vocabulary items, check students’ understanding and encourage students’ participation in a lesson.
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Husna, Nida, Khairunnisa Fitri, Wiwi Rhamadina, Fahriany Fahriany, Didin Nuruddin Hidayat, and Afifah Linda Sari. "ENGLISH TEACHERS’ PERCEPTION ON TEACHER PROFESSIONALISM." LET: Linguistics, Literature and English Teaching Journal 12, no. 1 (2022): 131. http://dx.doi.org/10.18592/let.v12i1.6400.
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This paper aims to investigate English teachers’ perceptions of teacher professionalism. A qualitative method with a descriptive design was employed in the present stud. The researchers employed a set of adapted questionnaires on teacher professionalism (Tichenor & Tichenor 2009), consisting of five critical typologies of teacher professionalism. The questionnaire was distributed to 14 English teachers of senior high schools in Pangkal Pinang and the Blangkejeren district. They were chosen as the sample through the purposive sampling technique. Furthermore, a semi-structured interview also has been completed to support the data. The findings of this study indicated that most of the teachers agree with the characteristic of a professional teacher proposed by Sockett (1993). The study also revealed that professionalism is one of the critical aspects that teachers should possess.
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Hafizah Daulay, Siti Aisah Ginting, and PuanSuri Mira Annisa Sembiring. "ENGLISH CLASSROOM INTERACTION." GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed 13, no. 3 (2024): 50–63. https://doi.org/10.24114/gj.v13i3.65477.
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This study focused on teachers and students in English classroom interaction based on Sinclair and Coulthard’s Model. The aims of this study are (a) to find out the structures that occur in English classroom interaction based on Sinclair and Coulthard’s Model, (b) to describe how the exchanges are realized with the structures of the two teachers. This research used qualitative research. To answer the problems of the study, the data were collected in three ways by observing, recording and interviewing. The data were analyzed based on Sinclair and Coulthard’s Model (1975). The result of this study were the following, 1) there were three structures that occurred in English classroom interaction. The structures that occurred were initiation, response, and also feedback. There were 88 initiation, 95 responses, and 12 feedback of the overall utterances produced by teacher and students of XI Science 1. There were 111 initiation, 113 responses, and 15 feedback of the overall utterances produced by teacher and students of XI Social 1. 2) It was found that there were six types of exchanges which were realized with the structures between two teachers of two classes. The exchanges, namely: teacher elicit, teacher inform, teacher direct, student elicit, student inform, and check. In XI Science 1, it was found that the teacher inform was three, the teacher direct was three, the teacher elicit was sixty three, the student elicit was four, the student inform was one, and check was fourteen. In XI Social 1, it was found that the teacher inform was four, the teacher direct was fifteen, the teacher elicit was fifty three, the student elicit was three, the student inform was one, and check was thirty five.In teacher inform, teacher direct, teacher elicit, and check is started by the teacher initiate the students by informing, directing, and asking the question of the material to get the students’ response. In student elicit and student inform were started by the students initiate the teacher by informing, and asking the question of the material to get the teacher’s response or feedback.
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RJOE. "Transformative Pedagogy: Fostering Innovative Teacher Identity for 21st-Century Learning." Transformative Pedagogy: Fostering Innovative Teacher Identity for 21st-Century Learning 9, no. 2 (2024): 291–309. https://doi.org/10.36993/ RJOE.2024.9.2.307.
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Abstract:In today's rapidly evolving educational landscape, the role of teachers astransformative agents is more crucial than ever. This research delves into the themeof "Transformative Pedagogy: Fostering Innovative Teacher Identity for 21stCentury Learning." This study explores the intricate links between transformativepedagogy and the development of innovative teacher identity, which plays a pivotalrole in shaping the landscape of 21st-century education.Transformative pedagogy represents a paradigm shift in education, movingfrom traditional teacher-centred approaches to learner-centred practices. It prioritisesactive engagement, critical thinking, and reflection, empowering students to becomeagents of their learning journey. By adopting a transformative pedagogicalframework, educators strive to cultivate students' intellectual curiosity, socialconsciousness, and creativity, preparing them to navigate an ever-changing globallandscape.Teacher identity encompasses beliefs, values, experiences, and selfperceptions, and it is crucial to understand how educators approach their classroomroles and their willingness to embrace innovation. Teacher identity is a dynamicconstruct that undergoes constant construction and development as teachers engagein reflective practices, introspecting on their teaching experiences and professionaljourney. This research aims to unravel the underpinnings of innovative teaching andits impact on student engagement, learning outcomes, and overall educationalexperiences.This research follows a mixed-methods approach, combining surveys,interviews, and classroom observations to gather comprehensive insights fromteachers and students. Quantitative survey data offer valuable insights into howtransformative pedagogy, professional development experiences, and technologyintegration influence teacher identity. Qualitative data from interviews provide adeeper understanding of teachers' motivations, challenges, and beliefs that shape their innovative teacher identity. Classroom observations and document analysis add to therichness of the findings.This study's findings have important implications for teacher training andprofessional development initiatives, providing insights into fostering an innovativeteacher identity that is equipped to navigate the complexities of 21st-centuryeducation. By embracing transformative pedagogy and technology integration,educators can create dynamic learning environments where students thriveacademically and personally. The recommendations from this research offer aroadmap for educators, institutions, and policymakers to collaborate and drivepositive change in education. This research contributes to the ongoing discourse onthe dynamic relationship between transformative pedagogy, innovative teacheridentity, and student-centred 21st-century learning. Keywords: Transformative pedagogy, innovative teacher identity, 21st-centurylearning, Student engagement, professional development, educational technology,teacher beliefs, student-centred learning, critical thinking.
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Ahn, Kyungja. "Novice elementary teachers’ experiences and perceptions of English teacher education and English language teaching." Korea Association of Primary English Education 30, no. 2 (2024): 5–31. http://dx.doi.org/10.25231/pee.2024.30.2.5.
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This study aimed to explore elementary teachers’ experiences and perceptions of English in-service teacher education and English language teaching. Fifty elementary English teachers took part in the survey. Of these, ten teachers were involved in the focus group research. Their interviews, reflection journals, and lesson observations and analyses were collected. Data were analyzed through a mixed-method approach, primarily qualitative with quantitative methods as needed. The results are as follows: First, novice teachers found that the provision of English courses in novice teacher training was insufficient, but they felt in-service teacher training, graduate programs, teacher learning communities, and mentoring helped improve their teaching abilities. Second, when teaching, novice teachers in the focus group concentrated on phonics and basic language skills and activity- and learner-centered instruction, and they developed effective materials in their English classes. They experienced difficulties teaching English in English and teaching students at different levels. However, they made progress through various trials and errors. Third, for the professional development of novice English teachers, suggestions were made in the areas of teacher education programs, teacher learning communities, schools and administrations, and policies on teachers and teacher education, as well as the novice teachers’ efforts. Significant implications concerning novice English teacher education will be explored in greater detail.
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Poon, Franky Kai-Cheung. "Hong Kong English, China English and World English." English Today 22, no. 2 (2006): 23–28. http://dx.doi.org/10.1017/s0266078406002045.
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Some reflections of a practising non-native speaking English teacher. Ten years ago, in a job interview for a teaching post in a government school, The writer was asked: ‘Do you think the government should recruit more native English-speaking teachers so as to boost the English standard of Hong Kong students?’ My answer took the interviewers by surprise: ‘No, I think the money should be spent on training local teachers who are more able to understand the needs of students learning English as a second or foreign language. I believe good English doesn’t necessarily mean British or American English. If we see English as an international language, anyone capable of using it as an effective communication tool can potentially be a good English teacher.’ I got the job, but there are still a few questions in my mind.
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Anggraini, Laila Puspitasari, Ernis Ernis, and Joanna Maria Jelenska. "Students’ Perceptions towards Ideal Maritime English Teacher." Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan 6, no. 02 (2020): 29–35. http://dx.doi.org/10.35569/biormatika.v6i02.796.
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This paper discusses the perceptions of students about the characteristics of an Ideal Maritime English teachers in a vocational institution. It is an interpersonal point of view regarding of their perceptions of qualities of English teachers and teachers’ immediacy behavior (verbal or non-verbal) as a students’ academic motivation. A total of 60 students of 3 departments of the 2nd level was randomly involved. Results of this study show that students and teachers described the ideal teacher as a person who is friendly, young, enthusiastic, creative and humorous person whose gender is not important. Also, students expect their teacher to be a native speaker of Indonesian but fluent in English, someone who like to play educational games, and who teaches maritime context effectively by using real life situations to explain language item. The aim of this study is expected to give understanding of how teaching Maritime English in a foreign language context can be better.
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Mopelola, Omowumi ADEBANJO, and Michael ALOBA Adetunji. "THE ENGLISH TEACHER'S PROFILE AND HIS STUDENTS' PERFORMANCE IN ENGLISH LANGUAGE." Journal of Colleges of Language and Communication Arts Education, Lagos State University of Education 2, no. 1 (2023): 36–44. https://doi.org/10.5281/zenodo.8285161.
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This is a position paper on the effect of the teacher’s profile on the interest, learning and performance of his students in English Language. By teacher’s profile here, we look at the teacher’s certificate, experience and attitude towards the teaching of English Language. Secondary sources of data were considered and logical conclusions were made based on the literature of notable educators in the field of English. It was discovered that there is a high relationship between the teacher’s profile and the students’ interest and performance in the subject, the higher the teachers’ profile, the higher the interest rate and performance of the students. Variables looked out for under profile include the teacher’s qualification, experience, mastery of subject matter and attitudes towards work, students and their parents. Based on the findings, it was recommended that competent and qualified teachers should be employed to teach English Language and that continuous in-service training, seminars and workshops should be organized to update the teachers’ knowledge periodically. Welfare packages should also be put in place to encourage teachers on the field.
Dissertations / Theses on the topic "Teacher of english"
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Enow, Linda. "Teacher cognition : a study of secondary English teachers." Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/66017/.
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Contemporary education research identifies the quality of the teacher as a major determinant in the pace of achievement of the learners. In seeking to understand teacher quality, this study investigates teacher cognition. The premise is: how a teacher thinks during the planning phase of the lesson is paramount in establishing the level of expertise in facilitating learning. However, when presented with a lesson focus, teachers with different levels of expertise demonstrate different thought patterns. The key question is: how do expert teachers think? To attain expert performance, it is vital to capture how experts think. With English being one of the core subjects of the secondary curriculum, and also the language of instruction, it is imperative to focus on Secondary English teachers as the main articipants in this study. The Dreyfus model of expertise has been used to identify and group participants for this study. The focus is to capture the thought processes involved during the lesson planning phase and to study the patterns generated. An in-depth study of the different groups of participants, using multiple data collection methods and data analysis procedures, situates this study within multimethod research. The interpretive framework facilitates an intrinsic understanding of each group; as well as, identification and analysis of patterns across the different groups. Patterns of teacher cognition therefore become ‘overt’. The identification of patterns at different levels of expertise makes the continuum of expertise in secondary English teaching explicit. Progression on this expertise continuum becomes more ‘attainable’ as the characteristics of each level of expertise are identified. With the establishment of cognition, inherent cognitive processes and their interplay have been captured; revealing the mind of the teacher, during lesson planning, as intricate and evidence of the complexity of teaching.
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Kavanagh, Michael Christopher. "Teacher cognition among tertiary-level Chinese English teachers." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42620.
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Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2009.<br>Bibliography: p. 246-275.<br>Introduction -- The research context -- Literature review -- Research methodology -- Case study 1 (Lily) -- Case study 2 (Ailing) -- Case study 3 (Xinyu) -- Cross-case study -- Conclusions.<br>Teacher cognition studies are rare in the mainland Chinese context; they are also rare in other contexts similarly defined by common features such as non-native speaking language teachers, large classes, publicly-funded institutions, and mandated curricula or materials. This broadly qualitative investigation of three tertiary-level Chinese English teachers sought to elicit views and beliefs about language learning and teaching, their sources, and their links with classroom behaviour. A cyclical series of data collection (including autobiographical writing, interviews, lesson observations and stimulated-recall interviews, documentary data, and a group discussion) was employed to produce four linked studies: three individual case studies and a cross-case study. Interpretive data analysis, achieved through a process of constant comparison, was employed to reveal each teacher's views and beliefs. In order to ensure an emic perspective, each teacher's 'voice' is given prominence through the presentation of data. The interpretation of data suggests the importance of various levels of context to teachers' thinking, including the background Confucian approach to education, previous experiences as learners and teachers, and the situation the teachers encounter at both classroom and institutional levels.<br>Mode of access: World Wide Web.<br>275, [140] p. ill
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Silva, Marimar da. "Teacher knowledge in english language teacher education." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93004.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2009<br>Made available in DSpace on 2012-10-24T15:06:42Z (GMT). No. of bitstreams: 1
270765.pdf: 607810 bytes, checksum: 81d4d6f61fd8f23bb6ba97d6ba9eee28 (MD5)<br>This study, qualitative in nature and grounded theory in approach, aims at investigating the concept of teacher knowledge in the area of English language teacher education in the writings of three Brazilian applied linguists with a view to conceptualizing it. Data collection and analysis, based on grounded theory strategies, consist of theoretical and empirical studies on English language teacher education produced between the beginning of 1990 and 2000 by José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes, and João Antonio Telles. The analysis of the ideas of these three Brazilian applied linguists on the education of the English language teacher unveiled that they suggest to adopt (1) the knowledge construction paradigm for professional education, (2) the applied-science reflective model or the craft-reflective model for teacher education, and (3) research of ethnographic nature to approach teachers# reflective practices. In addition, they view teacher knowledge (a) as a cognitive construction, (b) as a social-cognitive construction, and (c) as an experiential construction. As a cognitive construction, teacher knowledge focuses on the development of teachers# competences; as a social-cognitive construction, on teachers# awareness on how discourse works in the social construction of meanings; and as an experiential construction, on teachers# awareness on their personal practical knowledge. The present study suggests that the three applied linguists# views of paradigms of professional education, models of teacher education, approaches to reflective practices, and views of teacher knowledge are related to the way they view how the relation between the teacher and knowledge is constructed. Since that view varies, the present study suggests that teacher knowledge will tend to be a multi-nature concept. In addition, this study points out, on the one hand, a possible fragmented view of the concept of teacher knowledge and of the education of the English language teacher. On the other hand, it acknowledges that the paradigms, models, approaches and views of teacher knowledge suggested by the three applied linguists reflect the development of scientific investigation throughout the history of mankind. Finally, the present study suggests widening the theme studied here, including not only the ideas of other Brazilian applied linguists, but also their empirical studies to get a more precise view of the concept of teacher knowledge in the area of English language teacher education in Brazil.<br>Este estudo, de natureza qualitativa e embasado na teoria fundamentada, visa investigar o conceito the conhecimento docente nos escritos de três linguistas aplicados brasileiros, com o objetivo de conceituá-lo. Os dados, estudos teóricos e empíricos sobre a formação de professor de inglês, produzidos entre o início de 1990 e de 2000 por José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes e João Antonio Telles, foram coletados e analisados com base nas estratégias da teoria fundamentada. A análise das idéias dos três linguistas aplicados brasileiros sobre a formação de professor de língua inglesa revelou que eles sugerem adotar (1) o paradigma de construção de conhecimento para a formação profissional, (2) o modelo reflexivo de ciência aplicada ou o modelo reflexivo experencial para a formação de professores, e (3) a pesquisa de base etnográfica para a abordagem de práticas reflexivas. Adicionalmente, eles vêem o conhecimento docente como (a) uma construção cognitiva, (b) como uma construção cognitiva-social, e (c) como uma construção experencial. Como uma construção cognitiva, o conhecimento docente está centrado no desenvolvimento de competências; como uma construção cognitiva-social, nas práticas discursivas; e como uma construção experencial, no conhecimento prático pessoal do professor. O presente estudo sugere que as concepções dos linguistas aplicados sobre paradigmas de formação profissional, modelos de formação de professores, abordagens de práticas reflexivas e concepções de conhecimento docente estão relacionadas a sua visão de como a relação entre o professor e o conhecimento docente é construída. Tendo em vista que os três linguistas aplicados têm visões diferentes de como esta relação é construída, este estudo sugere que o conhecimento docente tenderá a ser um conceito de naturezas múltiplas. Este estudo também alerta para uma possível visão fragmentada do conceito de conhecimento docente e da formação de professor de língua inglesa. Entretanto, ele também reconhece que os paradigmas, modelos, abordagens e concepções de conhecimento docente refletem o desenvolvimento de investigações científicas ao longo da história da humanidade. Por fim, o presente estudo sugere ampliar o tema aqui investigado, incluindo não somente as idéias de outros linguistas aplicados brasileiros, mas também seus estudos empíricos a fim de que uma visão mais precisa do conhecimento docente na área de formação de professor de língua inglesa possa ser delineada no Brasil.
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Wu, Kam-yin. "Teacher beliefs and grammar teaching practices case studies of four ESL teachers /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37341893.
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Alshaikhi, H. "English Language teacher professional development in Saudi Arabia : teachers' perceptions." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/35141.
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This study focuses its attention on language teachers’ professional development in the Kingdom of Saudi Arabia (KSA). It sets out to explore Saudi English as a foreign language (EFL) teachers’ perspectives, attitudes and experiences with regards to their teacher professional development (TPD). It focuses primarily on how teachers perceive the concept of TPD, how they develop professionally to meet the demands of their profession, how they evaluate institutional training provisions, their engagement with self-direct forms of TPD, factors affecting their engagement with TPD opportunities, and how they think TPD could be enhanced in the Saudi context. The study was mainly guided by the following overarching question: What are Saudi EFL teachers’ perceptions, attitudes, and experiences with regards to their TPD? A qualitative approach to data collection was used to achieve the intended goals of the study. Data was collected from 25 practicing Saudi EFL teachers (males and females) via semi-structured interviews, semi-structured reflective essays, and WhatsApp correspondence. The data was thematically analysed. Braun and Clarke’s (2006) model provided a general framework and a sense of direction throughout the process of data analysis. The study highlighted how Saudi EFL teachers understand the concept of TPD. Participants provided a range of definitions for TPD with ‘growth,’ ‘development,’ and ‘adaptation to change’ emerging as key themes underpinning their definitions. Their conceptualisations were mostly functional, context-specific, and focused more on the content of learning and the type of expected effect rather than on the activity itself. Results showed that teachers have a high preference for self-directed TPD for its context specificity and relevance to their immediate needs. Although the study’s participants considered institutional training as one of the main channels of their development that aligns their practices to their employers’ agendas, data showed that they were highly critical of the way it was managed and delivered to them. Data showed that TPD is not a straightforward process. Rather, it is a complex undertaking that is subject to a range of facilitating and inhibiting factors. A number of recommendations were provided by participants on how they think TPD should be managed, how teachers’ missions could be facilitated, and how their motivation could be enhanced.
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DUFFIELD, EBRU DIRSEL. "INFLUENCE OF CONTEXT IN NONNATIVE ENGLISH-SPEAKING TEACHER'S IDENTITY TRANSFORMATION." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1026829874.
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Phongploenpis, Sasiporn. "The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24301.
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In preparation for Thailand to join AEC (ASEAN Economic Community) in 2015, the Thai Government has made efforts to prepare its citizens for this competitive market by improving their English competence. This has driven the Education Ministry of Thailand to establish bilingual Thai-English education, namely through the English Programme (EP) and Mini English Programme (MEP) in both public and private schools. While in-service teachers are trained in teaching in EP and MEP through the cooperation between the Educational Ministry and four institutes: ELI (English Language Institution), ERIC (English Resource and Institutional Centre), British Council and Chulalongkorn University (Ministry of Education, 2003; Punthumasen, 2007), it is found that pre-service teacher training for bilingual education is relatively new and there has been little/no research in terms of its effectiveness in Thailand. This study examined Thai pre-service teachers’ perceptions of an English teacher education programme at a university in Bangkok, regarding the programme potential of preparing them to work in bilingual schools, especially for teaching in EP and MEP in the future. A mixed-methods methodology underpinned the study by providing method and data triangulation. This methodology involved the adoption of self-report questionnaires (n=37) and follow-up Facebook-chats (n=17) as method triangulation, and from Thai pre-service teachers in different year groups as data triangulation. Descriptive analysis i.e. frequencies and percentages was used to analyse closed questions of the questionnaires and content analysis was employed for analysing data from open questions of the questionnaire and the Facebook-chats. A good understanding of the English bilingual education system and teacher requirements respective for work in bilingual schools in Thailand was displayed and in line with the Ministry guidelines as expressed in the Ministry’s order number Wor Gor 65/2544 as of 9 October 2001.The findings revealed that they felt they needed English knowledge, Pedagogical Knowledge and Experiences in preparing them for work in bilingual schools also involved. It was also found that native-English speaker norm regarding communication and pronunciation skill resulted in less confidence in English proficiency. They desired to learn more about English especially relating to oracy skills, followed by a topic relating to teaching through English. The findings of the study contribute to the development of teacher training programme for bilingual education. Practical suggestions and future research are firstly related to the shift from native English speaking norms to bilingual or multilingual speaking norms to eliminate the feeling of failure to the linguistic competence. Secondly, CLIL and Content-based instruction are suggested to respond to the participants’ need in learning a topic relating to teach through English.
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Alsalahi, Saud Mossa A. "Saudi English-language teachers' perceptions and reported practices of teacher leadership." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27785.
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This interpretive study explored how Saudi Arabian nationals employed as English-language teachers within intermediate and secondary Saudi schools understand the concept of teacher leadership, and how they perceive themselves as teacher leaders. The study also explored teachers’ views of current factors that empower or disempower them in being teacher leaders, as well as the roles and support they desire. The research used an exploratory design methodology encompassing three qualitative research methods: focus groups, one-to-one semi-structured interviews and reflective essays. The participants included nine Saudi English-language teachers from intermediate and secondary public schools. Participants were able to define teacher leadership in relation to: practices inside the classroom, practices outside the classroom and teacher knowledge and professionalism. The participants also perceived themselves as teacher leaders with potential professional capital that would allow them to engage and participate professionally in their school community of practice. The data revealed that teacher leadership is not the general practice in Saudi public schools; however, participants reported practices of teacher leadership that they desired and aspired to. The study also reported the many barriers to teacher leadership that currently exist, such as lack of teacher leadership roles, lack of support from the heavily centralised educational hierarchy, insufficient and inadequate pre-service and in-service training, and lack of voice in decision-making processes. Despite these barriers, the participants were eager to act in teacher leadership roles because they believe these roles carry benefits for themselves, their colleagues, headteachers, curricula and students. Based on the data obtained in the research, the study proposed a model for “professional teacher leadership” that supports teacher leaders as professionals who have professional capital to work with professional agency and autonomy in a positive atmosphere of communities of practice. This model could have benefits if applied in the context of Saudi Arabia and would be transferrable to similar contexts globally. The study concluded with some theoretical and practical recommendations for the Ministry of Education and for teachers in regards to teacher leadership within Saudi Arabia. Through teacher perception and reported experiences, TESOL teachers can challenge policy and provide a basis for developing new ways emerging from them in the context, as in-depth perspectives can give a voice to participants. Based on the literature reviewed and the design of the current research with its underpinning theoretical and conceptual frameworks, additional pathways are suggested for future research.
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Cheng, Man-mei Eunice. "Teacher beliefs and instructional decisions and practices in English grammer teaching : a study of experienced and novice teachers /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21183843.
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Tse, Tso Yuk Wah. "A narrative study of personal experience in teacher knowledge : English language teachers in Hong Kong (China)." access full-text online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?NR02616.
Full textBooks on the topic "Teacher of english"
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Nguyen, Minh Hue. English Language Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9761-5.
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Curriculum Committee for English., Ireland. Department of Education and Science., and National Council for Curriculum and Assessment., eds. English language: Teacher guidelines. Stationery Office, 1999.
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Green, Andrew. Becoming a reflective English teacher. Open University Press/McGraw-Hill, 2011.
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Sida-Nicholls, Kate. Becoming an Outstanding English Teacher. Routledge, 2016. http://dx.doi.org/10.4324/9781315689319.
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Education, Alberta Alberta. English 36: Teacher resource manual. Alberta Education, Curriculum Branch, 1992.
Find full textBook chapters on the topic "Teacher of english"
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Kalyanpur, Maya, Padmini Bhuyan Boruah, Sarina Chugani Molina, and Sunaina Shenoy. "English language teachers and teacher education." In The Politics of English Language Education and Social Inequality. Routledge, 2022. http://dx.doi.org/10.4324/9781003125488-7.
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Quinto, Edward Jay M., and Sterling M. Plata. "Teacher Education." In Philippine English. Routledge, 2022. http://dx.doi.org/10.4324/9780429427824-31.
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Nordio, Mario. "My First English Teacher." In James Joyce. Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-09422-6_19.
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Dutton, Janet, and Jacqueline Manuel. "Becoming an English Teacher." In International Perspectives on English Teacher Development. Routledge, 2022. http://dx.doi.org/10.4324/9781003168140-7.
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Dixit, Krishna K., and Amol Padwad. "English Language Teacher Motivation." In Research Questions in Language Education and Applied Linguistics. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_92.
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Turner, Kristen Hawley. "From teacher to teacher educator." In English Language Arts as an Emancipatory Subject. Routledge, 2024. http://dx.doi.org/10.4324/9781003470052-26.
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Green, Bill. "‘Teacher Power’ – On Teachers and Teaching." In Garth Boomer, English Teaching and Curriculum Leadership. Routledge, 2024. http://dx.doi.org/10.4324/9781003374886-3.
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Li, Li. "Teacher cognition and teacher expertise." In The Routledge Handbook of English Language Teacher Education. Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-23.
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Swan, Anne. "Redefining English Language Teacher Identity." In (En)Countering Native-speakerism. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137463500_5.
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Roth, Jeffrey C. "Death of an English Teacher." In School Crisis Response, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003315209-23.
Full textConference papers on the topic "Teacher of english"
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Gamarli, Saida, and Diana Ukleyn. "TEACHER ROLES IN CLASSROOM MANAGEMENT." In Proceedings of the XXVII International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25032021/7465.
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This paper deals with teacher roles in classroom management. It begins with two outlines used in teaching process. They concern the teacher, what they can do, and aspire to, and a discussion of classroom management techniques. The outlines are followed by an expansion of many of the points made. Classroom management is included in a course on ESP because most of students will, at some point in their lives, teach English in school. The material is based on our own personal experience of struggling to become a teacher, and our interaction with students and our colleagues. Teacher’s roles take account of teacher’s classroom language, teacher’s responsibilities, and the criticism and the evaluation of teacher’s performance. The teacher who makes great activation of his roles in classroom, tends to be the top and the most first factor that improves classroom management and enriches learners’ knowledge. Quantitative method has been chosen because it provides statistical data from English teachers using questionnaire. Factual information was collected and arranged in graphs. The results were analyzed and compared with previous studies. The participants’ responses provided supportive evidence and were fully consistent with this study
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Amaratunga, Uditha. "An Analytical Study of the Factors Influencing the English Speaking Proficiency of Prospective English Medium Teachers." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH]. Faculty of Humanities and Sciences, SLIIT, 2022. http://dx.doi.org/10.54389/xalk8515.
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National Colleges of Education (NCOEs) conduct Pre-service Teacher Education courses in English medium to cater to the demand of English medium teachers to implement bilingual / bi-medium education in government schools. Although English speaking proficiency is very important to English medium teachers, it has been revealed that the majority of the prospective teachers who follow the Information Communication Technology (ICT) course in NCOEs do not have the required level of English speaking proficiency. This paper discusses the nature of the English speaking deficiencies of prospective English medium teachers of ICT and the major factors that affect their English speaking proficiency. This analysis was done as part of an ongoing study conducted using the Mixed Methods approach. Quantitative and qualitative data was gathered through questionnaires, interviews and documentary analysis from a sample of prospective teachers of ICT, English medium lecturers who teach in the ICT course in three NCOES, Directors of Education at the Ministry of Education and Senior Lecturers at the National Institute of Education. Findings revealed that the prospective English medium teachers’ English speaking proficiency is lower than that of the other language skills due to several psychological, linguistic and socio-cultural factors. Therefore, effective strategies should be introduced to improve the Teacher Education Programme of the NCOEs to enhance the development of English speaking proficiency of prospective English medium teachers. Keywords: English speaking proficiency, English medium instruction, Prospective English medium teachers, National Colleges of Education
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Zakiyuddin. "Teacher Professional Development." In International Conference on English Language Teaching (ICONELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.066.
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Krishnan, Szarmilaa Dewie, Helmi Norman, and Melor Md Yunus. "English Language Teachers' Professional Competencies Enhanced through Online Gamified Learning using Classcraft." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9852.
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We live in the digital century with a rapid pace of technological innovation fascinated globally with Internet being the dominating call. It has resulted in integrating technologies using online learning which has evolved in recent years. Online learning has become popular because of its potential in providing more flexible access to content and instruction at any time, and any place. In tandem with the growth of online learning in teacher training and teacher education, the focus of this research is therefore, to highlight a fully online learning mode using an online gamified learning platform (Classcraft) to enhance teachers’ proficiency. The research question addresses to design and develop an online gamified learning for English language teachers. English language teachers need a certain level of proficiency in the language to serve as models for our students and provide them with valuable language input that can help them learn. Thus, the framework conceptualises the issue of proficiency being at the forefront for English language teachers, the Roadmap and professional competencies. According to The Roadmap 2015-2025, the current requirement of a minimum CEFR Level C1 for English language teachers in Malaysia is aimed at ensuring that teachers are able to teach effectively in the language classroom. For this reason, there is a need for all English language teachers to initiate their own learning. The method employed is design and development research design. The findings have portrayed online gamified learning has enhanced teachers’ competencies using Classcraft.
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Sulhan, Moh, Azis Saefuddin, Ilyas Rifai, and Hafidz Muslih. "New Paradigm of Teacher Profesional Development." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008220605260530.
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Wang, Xiyan. "Teacher Self-Efficacy: Implication for Chinese College English Teachers Development." In 2013 International Conference on the Modern Development of Humanities and Social Science. Atlantis Press, 2013. http://dx.doi.org/10.2991/mdhss-13.2013.42.
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Černá, Monika, and Irena Reimannová. "Mentors’ Perceptions of Supervising Student English Language Teachers During One-Year Clinical Practice." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.33.
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Mentoring in initial teacher education programmes is believed to play one of the primary roles in student teachers’ professional development, as it enhances the professional learning of student teachers in the context of their classroom and school experience. The purpose of the article is to explore mentors’ perceptions of their readiness, expectations, and relationship with student teachers during one-year clinical teaching practice. The article defines and discusses mentoring in an initial teacher education programme at a Czech university and reports the findings of a qualitative study which was conducted in a group of mentors who provided mentoring to student English language teachers during their one-year clinical practice. The clinical teaching practice is conducted in selected schools at primary and lower-secondary levels of education and mentors, student teachers, and university teacher educators communicate and cooperate closely. The study offers insights into the mentors’ perceptions of various aspects of mentoring, including the relationship of the mentors and the student English language teachers in the specific clinical practice model. The findings of the study are interpreted in the light of the proposed reform of initial teacher education in the Czech Republic and as such might be recognised by the education community and policymakers.
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Sandiuc, Corina, and Camelia Alibec. "WEB RESOURCES FOR BUSINESS ENGLISH." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-152.
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The main objective of our paper is to present an overview of internet resources offering a broad variety of free resources for the teaching and learning of business English. The websites mentioned are some of the most popular business English sites on the web, designed to be of assistance to both students and teachers, that is they provide lesson plans, teacher designed activities and many other resources that complement and extend learning beyond the classroom. We have compiled a list of more than 30 links to free web pages related to business English, for which we further offer reviews, thus exploring the variety of these excellent resources that can be found on the Internet for sustaining active learning. We have also organized these resources according to criteria regarding the main topic areas dealt with, in an attempt to structure our analysis of these websites in conformity with their similarities. We believe that English teachers should keep themselves up-to-date with the helpful resources that can be found on the www, because the web offers invaluable information both for educators and for self-learners. The job of the teacher is that of guiding students towards self-education, self-development and self-assessment, assisting them throughout their endevours. Our aim as English teachers is not only to help students acquire skills and data present in the curriculum, but also to further develop these skills in the spirit of life-long education. Integrating technology into the classrooms enhances student motivation and teaching effectiveness, ultimately resulting in better education and increase of knowledge.
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Aimah, Siti, Dwi Rukmini, Mursid Saleh, and Dwi Bharati. "Pre-Service English Teachers’ Beliefs about Teaching and Learning English in Microteaching Guided by an Expert Secondary English Teacher." In Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.29-6-2019.2290365.
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Perevertkina, Marina. "ENGLISH LANGUAGE TEACHERS� PROFESSIONAL DIGITAL COMPETENCE: A FOCUS ON TEACHER EDUCATION." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.5/s13.032.
Full textReports on the topic "Teacher of english"
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Cadiero Kaplan, Karen, Magaly Lavadenz, and Elvira Armas. Essential Elements of Effective Practices for English Learners. Center for Equity for English Learners, 2011. http://dx.doi.org/10.15365/ceel.policy.9.
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One of the most powerful variables for English Learner success is the quality of their teachers. This policy brief published by Californians Together (1) provides a synthesis of effective practices for instructing ELs; (2) presents four research-based essential elements critical for EL program implementation, teacher reflection, and monitoring of teacher effectiveness; and (3) concludes with program and policy recommendations. Three key areas for policy action are prioritized: (1) District and state level policies must require that local and state leadership support the implementation of these essential elements; (2) Alignment of fiscal and human resources must be targeted to ensure that teachers are provided with professional development, materials and curricular program supports required to implement these key elements leading to English learner success; and (3) Teacher preparation and credential requirements need to incorporate the four critical elements of effective practice for success with English Learners.
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Bando, Rosangela, and Xia Li. The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, 2014. http://dx.doi.org/10.18235/0011651.
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In-service teacher training aims to improve the supply of public education. A randomized experiment was conducted in Mexico to test whether teacher training could increase teacher efficiency in public secondary schools. After seven and a half months of exposure to a trained teacher, students improved their English. This paper explores two mechanisms through which training can affect student learning. First, trained teachers improved their English by 0.35 standard deviations in the short run. Teachers in the control group caught up with treatment teachers by the end of the school year in part because teachers in the treatment group reduced out-of-pocket expenditures to learn English in 53 percent. Second, teachers changed classroom practices by providing more opportunities for students to actively engage in learning. This evidence suggests that teacher training may be effective at improving student learning and that teacher incentives may play a role in mediating its effects.
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Berdan, Robert, Terrence Wiley, and Magaly Lavadenz. California Association for Bilingual Education (CABE) Position Statement on Ebonics. Center for Equity for English Learners, 1997. http://dx.doi.org/10.15365/ceel.statement.1997.1.
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In this position statement, the authors write in support of Ebonics (also known as African American Vernacular English, Black English, Black Dialect, and African American Language) as a legitimate language. The linguistic and cultural origins of Ebonics is traced, along with its legitimacy by professional organizations and the courts. CABE asserts that the role of schools and teachers is therefore to build on students’ knowledge of Ebonics rather than replace or eradicate Ebonics as they teach standard English. This position statement has implications for teacher training.
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Perea-Hernandez, Jose. Teacher Evaluation of Item Formats for an English Language Proficiency Assessment. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.436.
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เพชรบุรี, พิรุนเทพ, เนาวนิตย์ สงคราม, ศิริรัตน์ ศิริโรจน์สกุล та ін. แนวทางการพัฒนาการจัดการเรียนการสอนหลักสูตรภาษาอังกฤษ (CUD English Program) : กรณีศึกษาโรงเรียนสาธิตจุฬาลงกรณ์มหาวิทยาลัย ฝ่ายประถม : รายงานการวิจัย. คณะครุศาสตร์ จุฬาลงกรณ์มหาวิทยาลัย, 2023. https://doi.org/10.58837/chula.res.2023.8.
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การวิจัยครั้งนี้มีวัตถุประสงค์ ดังนี้ 1) เพื่อศึกษาสถานภาพและประสิทธิผลการจัดการเรียนการสอน หลักสูตรภาษาอังกฤษ (CUD ENGLISH PROGRAM): กรณีศึกษา โรงเรียนสาธิตจุฬาลงกรณ์มหาวิทยาลัย ฝ่ายประถม 2) เพื่อศึกษาองค์ประกอบของการจัดการเรียนการสอนหลักสูตรภาษาอังกฤษ (CUD ENGLISH PROGRAM): กรณีศึกษา โรงเรียนสาธิตจุฬาลงกรณ์มหาวิทยาลัย ฝ่ายประถม และ 3) เพื่อศึกษาแนวทางการพัฒนาการจัดการเรียน การสอนหลักสูตรภาษาอังกฤษ (CUD ENGLISH PROGRAM): กรณีศึกษา โรงเรียนสาธิตจุฬาลงกรณ์มหาวิทยาลัย ฝ่ายประถม โดยงานวิจัยนี้แบ่งออกเป็น 3 ระยะ ดังนี้ ระยะที่ 1 สถานภาพ และประสิทธิผลการจัดการเรียน การสอนหลักสูตรภาษาอังกฤษ : กรณีศึกษา โรงเรียนสาธิตจุฬาลงกรณ์มหาวิทยาลัย ฝ่ายประถม กลุ่มตัวอย่าง ครูผู้สอน อาจารย์และผู้ทรงคุณวุฒิ จํานวน 55 คน ระยะที่ 2 การศึกษาองค์ประกอบของการจัดการเรียนการสอน หลักสูตรภาษาอังกฤษ (CUD ENGLISH PROGRAM) : กรณีศึกษา โรงเรียนสาธิตจุฬาลงกรณ์มหาวิทยาลัย ฝ่ายประถม กลุ่มตัวอย่างนักเรียนที่ใช้ศึกษา จํานวน 319 คน กลุ่มตัวอย่างผู้ปกครองที่ใช้ศึกษา จํานวน 319 คน และกลุ่มตัวอย่างผู้สอนที่ใช้ศึกษา จํานวน 19 คน ระยะที่ 3 การจัดทําแนวทางการพัฒนาการจัดการเรียน การสอนหลักสูตรภาษาอังกฤษ : กรณีศึกษา โรงเรียนสาธิตจุฬาลงกรณ์มหาวิทยาลัย ฝ่ายประถม กลุ่มตัวอย่าง ครูผู้สอน อาจารย์และผู้ทรงคุณวุฒิ จํานวน 55 คน ผลการวิเคราะห์องค์ประกอบเชิงยืนยันอันดับที่ 2 (Second Order Confirmatory Factor Analysis (CFA) ของกลุ่มตัวอย่างนักเรียน พบว่า องค์ประกอบด้านเนื้อหารายวิชา(หลักสูตร) (Curriculum) มีผลต่อการ จัดการเรียนการสอนและแนวทางการพัฒนาการจัดการเรียนการสอนหลักสูตรภาษาอังกฤษ (CUD ENGLISH PROGRAM) มากที่สุด รองลงมา คือ ด้านวิธีการสอน (Pedagogy) ผู้สอน (Teacher) ผู้เรียน (Learner) ตามลําดับ และน้อยที่สุด คือ ด้านอาคาร สถานที่ บรรยากาศ และสื่อการเรียนรู้ (Building and Environment) ผลการการวิเคราะห์องค์ประกอบเชิงยืนยันอันดับที่ 2 (CFA) ของกลุ่มตัวอย่างผู้ปกครอง พบว่า องค์ประกอบ ด้านวิธีการสอน (Pedagogy) มีผลต่อการจัดการเรียนการสอนและแนวทางการพัฒนาการจัดการเรียน การสอนหลักสูตรภาษาอังกฤษ (CUD ENGLISH PROGRAM) มากที่สุด รองลงมา คือ ด้านเนื้อหารายวิชา (หลักสูตร) (Curriculum) ผู้สอน (Teacher) อาคาร สถานที่ บรรยากาศ และสื่อการเรียนรู้ (Building and Environment) ตามลําดับ และน้อยที่สุด คือ ด้านผู้เรียน (Learner) ผลการวิเคราะห์การวิเคราะห์ องค์ประกอบเชิงยืนยันอันดับที่ 2 (CFA) ของกลุ่มตัวอย่างครู อาจารย์ พบว่า องค์ประกอบด้านผู้เรียน (Learner) มีผลต่อการจัดการเรียนการสอนและแนวทางการพัฒนาการจัดการเรียนการสอนหลักสูตร ภาษาอังกฤษ (CUD ENGLISH PROGRAM) มากที่สุด รองลงมา คือ ด้านวิธีการสอน (Pedagogy) อาคาร สถานที่ บรรยากาศ และสื่อการเรียนรู้ (Building and Environment) เนื้อหารายวิชา(หลักสูตร) (Curriculum) ตามลําดับ และน้อยที่สุด คือ ด้านผู้สอน (Teacher) อย่างมีนัยสําคัญที่ .05
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Mridula, Kashpia Afroz, and Wahid bin Ahsan. Bridging the English Proficiency Gap: The Higher Education Challenges of Bangla-Medium Students in Bangladesh. Userhub, 2025. https://doi.org/10.58947/journal.svfz89.
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This study examines the challenges Bangla-medium students in Bangladesh face when transitioning to English-based higher education. Despite over a decade of English instruction, many struggle with comprehension, academic writing, and classroom engagement due to exam-oriented learning, ineffective pedagogy, and limited exposure to spoken English. Socioeconomic disparities further widen the language gap, restricting access to English-medium education and supplementary learning resources. Using a qualitative approach, semi-structured interviews with 15 students, teachers, and guardians explored their experiences. Thematic analysis identified key barriers, including reliance on rote memorization, limited communicative teaching, and inconsistent language use in universities. The findings highlight the need for curriculum reforms, teacher training in communicative methods, structured university support, and targeted policy interventions to improve students’ academic success and career readiness.
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Colón-Muñiz, Anaida, Magaly Lavadenz, and Elvira Armas. The California English Learner Roadmap Toolkit for Institutes of Higher Education (IHEs): (Re)Designing Educator Preparation Focused on Equity for English Learner/Multilingual Students. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.ihes2022.
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The California English Learner Roadmap Toolkit for Institutes of Higher Education was developed to address the education of English Learner and Multilingual students in California’s current university credentialing programs for teacher education, counseling, and educational administration/leadership. The purpose of this Toolkit is to: (1) provide a context for California’s university and other professional credentialing programs’ obligation to engage in reflection and (re)design processes that prioritize preparation of candidates who are well-equipped to serve culturally and linguistically diverse students in preschool–12 settings; (2) delineate the process and results of an examination of the alignment between the standards for Teacher Education, School Counseling and Educational Administration/ Leadership Credential Programs and the California English Learner Roadmap; and (3) offer tools that can support the urgent need for a more precise alignment of the educator expectations and the CA English Learner Roadmap to meet the needs of California’s English Learner and Multilingual student population.
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Kiniry, Joanne, Anastasios Karakolidis, Sharon M. Nelis, et al. The National Assessments of Mathematics and English Reading 2021: Context Report. Educational Research Centre, 2025. https://doi.org/10.70092/1413183.0325.
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The 2021 National Assessments of English Reading and Mathematics (NAMER) Context Report offers a comprehensive analysis of the factors influencing achievement in Second class English reading and Sixth class maths in Ireland. Due to pandemic-related disruptions, NAMER 2021 was postponed from 2020 and adapted to reduce the testing burden. Pupils had experienced approximately two months of remote teaching prior to returning to face-to-face instruction in March 2021. Drawing on data from questionnaires administered to pupils, teachers, and school principals, this report situates performance outcomes within broader educational and socio-economic settings. Key variables examined include, pupil background, language, instructional time and homework, teacher professional development, digital practices in school and home, and school factors such as school gender, planning and COVID-19 impact. Recommendations stress the need to build on existing good practice in schools as well as the strengthening initiatives to improve liking and confidence in reading and mathematics.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.
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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Campoli, Ayana, and Linda Darling-Hammond. Principal learning opportunities and school outcomes: Evidence from California. Learning Policy Institute, 2022. http://dx.doi.org/10.54300/438.376.
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This study looks at the relationship between principals’ learning opportunities (both preservice preparation and in-service professional development) and key outcomes for the teachers and students in their schools. It examines both teacher retention and student achievement gains in English language arts and mathematics. It offers a new perspective on the efficacy of professional learning by using detailed data from a large, representative sample of principals directly linked to individual-level information from the teachers and students in their schools.