题名

Analysis of Knowledge Base and Skills of an English Teachers' Professional Development on Academic Language

并列篇名

英語教師的學術語言的專業成長之專業知識和技能分析

DOI

10.7038/JETP.201306_(27).0008

作者

簡靜雯(Chin-Wen Chien)

关键词

英語教師 ； 專業成長 ； 學術語言 ； academic language ； English teachers ； professional development

期刊名称

教育理論與實踐學刊

卷期/出版年月

27期（2013 / 06 / 01）

页次

259 - 289

内容语文

英文
中文摘要

學術語言是在正式的學校情境下學習學科內容，包括專門領域的專有名詞、特殊語體和話語（TESOL，2006，頁17），研習II（匿名）是一個十二小時的課程，主要在幫助小學教師進一步了解何謂學術語言和如何教學術語言。在美國Wendell城市（匿名），英語教師必須必修研習II課程，班級導師而言研習II列為推薦研習課程。本研究旨在探討研習II中的主要專業知識和技能為何？研究資料包括文獻、觀察記錄和訪談內容。研究對象包括一位英語專任輔導員和兩位英語教師。研究發現，研習II中的主要專業知識和技能為學術語言和課程設計，然而研習II忽略了學術語言的教學方法和策略，尤其是低年級的部分，研習II也忽視了語言學成分的內容。針對英語教師設計的學術語言的專業成長應該包括語言知識、語言習得和教學知能。
英文摘要

Academic language is the language used in the learning of academic content, in formal schooling contexts, including specialized academic terms, speech registers, and discourse related to each field of study (TESOL, 2006, p. 117). Workshop II was a twelve-hour course to support teachers in developing a better understanding of what academic language is and how to teach it. Workshop II was required for English teachers and recommended for classroom teachers in Wendell (pseudonym) in the United States.This study discusses the knoweldge-base and skills covered in Workshop II. Data in this study included documentation, observational fieldnotes, and interviews. Participants in this study included one English instructional coach and two English teachers.The main knowledge-base and skills covered in Workshop II included academic language and lesson planning. However, Workshop II de-emphasized instructional methods and teaching strategies on academic language, especially for the lower grades, as well as linguistic components. The professional development on academic language for English teachers should include knowledge of language, language acquisition, and pedagogical knowledge.
主题分类 社會科學 > 教育學
参考文献
  1. Antunez, B.(2002).,未出版
  2. Ariza, E. N. W.(2006).Not for ESOL teachers: What every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse students.Boston, MA:Allyn & Bacon.
  3. Bartels, N.(Ed.)(2005).Applied linguistics and language teacher education.New York, NY:Springer Science and Business Media, Inc..
  4. Bloom, B. S.,Engelhard, M. D.,Furst, E. J.,Hill, W. H.,Krathwohl, D. R.(1956).Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain.New York, NY:Longmans.
  5. Bowers, R.(Ed.)(1987).Language teacher education: An integrated approach for EFL teachers.Oxford, UK:Modern English Publications.
  6. Burns, A.(Ed),Richards, J. C.(Ed)(2009).The Cambridge guide to second language teacher education.New York, NY:Cambridge University Press.
  7. Burns, A.(Ed.),Richards, J. C.(Ed.)(2009).The Cambridge guide to second language teacher education.New York, NY:Cambridge University Press.
  8. Chamot, A. U.(2009).The CALLA handbook: Implementing the cognitive academic language learning approach.Reading, MA:Addison-Wesley.
  9. Crandall, J. A.(2000).Language teacher education.Annual Review of Applied Linguistics,20,34-55.
  10. Creswell, J. W.(2009).Research design: Qualitative, quantitative, and mixed methods approach.Thousand Oaks, CA:Sage Publications.
  11. Day, R.,Conklin, G.(1992).The knowledge base in ESL/EFL teacher education.1992 TESOL Conference
  12. Doherty, R. W.,Hilberg, R. S.,Pinal, A.,Tharp, R. G.(2003).Five standards and student achievement.NABE Journal of Research and Practice,1(1),1-24.
  13. Fillmore, L.W.,Snow, C.(2000).What teachers need to know about language.Washington, DC:Center for Applied Linguistics.
  14. Fradd, S. H.,Lee, O.(1998).Development of a knowledge base for ESOL teacher education.Teaching and Teacher Education,14(7),761-773.
  15. Freeman, D.,Johnson, K. E.(1998).Reconceptualizing the knowledge-base of language teacher education.TESOL Quarterly,32(3),397-417.
  16. Garcia, G.(Ed.)(2003).English learners: Reaching the highest level of English literacy.Rowland Heights, CA:International Reading Association.
  17. Gersten, R.,Baker, S. K.,Shanahan, T.,Linan-Thompson, S.,Collins, P.,Scarcella, R.(2007).,Washington, DC:National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
  18. Gibbons, P.(2009).English learners academic literacy and thinking.Portsmouth, NH:Heinemann.
  19. Guerra, A.(2008).Illinois,Aurora University.
  20. Guntermann, G.(2002).,未出版
  21. Harmon, J. M.,Wood, K. D.,Hedrick, W. B.(2006).Instructional strategies for teaching content vocabulary, grades 4-12.Newark, DE:International Reading Association.
  22. Johnson, K. E.(2006).The sociocultural turn and its challenges for second language teacher education.TESOL Quarterly,40(1),235-256.
  23. Larsen-Freeman, D.(1986).Techniques and principles in language teaching.New York, NY:Oxford University Press.
  24. Linan-Thompson, S.,Vaughn, S.(2004).Research-based methods of reading instruction for English language learners: Grades K-3.Alexandria, VA:Association for Supervision and Curriculum Development.
  25. Lucas, T.,Villegas, A. M.,Freedson-Gonzalez, M.(2008).Linguistically responsive teacher education: Preparing classroom teachers to teach English language learners.Journal of Teacher Education,59(4),361-373.
  26. Mann, S.(2005).The language teacher's development.Language Teaching,38(3),103-119.
  27. Merriam, S. B.(1998).Qualitative research and case study applications in education.San Francisco, CA:Jossey-Bass.
  28. Morain, G.(1990).Preparing foreign language teachers: problems and possibilities.ADEFL Bulletin,21(2),20-24.
  29. Musanti, S. I.(2005).New Mexico,University of New Mexico.
  30. National Research Council(2000).How people learn: Brain, mind, experience, and school.Washington, DC:National Academy Press.
  31. Oller, J. W.(1993).Methods that work: Ideas for literacy and language teachers.Boston, MA:Heinle & Heinle.
  32. Peyton, J. K.(1997).,未出版
  33. Rea, D. M.,Mercuri, S. P.(2006).Research-based strategies for English language learners: How to reach goals and meet standards, K-8.Portsmouth, NH:Heinemann.
  34. Read, F.(2008).Delaware,Wilmington University.
  35. Richards, J. C.,Rodgers, T.S.(1982).Method: Approach, design and procedure.TESOL Quarterly,16(2),153-168.
  36. Richards, J.(Ed.),Renandya, W. A.(Ed.)(2002).Methodology in language teaching.New York, NY:Cambridge University Press.
  37. Roberts, J.(1998).Language teacher education.London, UK:Arnold.
  38. Scarcella, R.(2003).Academic English: A conceptual framework.Irvine, CA:The University of California Linguistic Minority Research Institute.
  39. Shulman, L. S.(1987).Knowledge and teaching: Foundations of the new reform.Harvard Educational Review,57(1),1-22.
  40. Stevick, E. W.(1998).Working with teaching methods: What's at stake?.Boston, MA:Heinle and Heinle.
  41. Teachers of English to Speakers of Other Languages=TESOL(2006).PreK-12 English language proficiency standards: Augmentation of the world-class instructional design and assessment consortium English language proficiency standards.Alexandria, VA:Author.
  42. Teachers of English to Speakers of Other Languages=TESOL(2009).Standards for the recognition of initial TESOL programs in P-12 ESL teacher education.Alexandria, VA:Teachers of English to Speakers of Other Languages.
  43. The Appalachia Regional Comprehensive Center at Edvantia(2009).Effective practices for teaching English language learners.Charleston, WV:The Appalachia Regional Comprehensive Center at Edvantia.
  44. Washington Professional Educator Standards Board(2008).Endorsement competencies for English language learners.Olympia, WA:Washington Professional Educator Standards Board.
  45. Wassel, E.(2009).Pennsylvania,Widener University.
  46. Yates, R.,Muchisky, D.(2003).On reconceptualizing teacher education.TESOL Quarterly,37(1),135-146.
  47. Zwiers, J.(2008).Building academic language: Essential practices for content classrooms, grades 5-12.San Francisco, CA:Jossey-Bass.
print cancel