ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Intercultural Experiences on Preservice Teachers&apos; Preparedness to Engage with Diverse Learners
Author: Beutel, Denise A.
Date: 2018-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Cultural Awareness,Teacher Education Programs,Cultural Pluralism,Prior Learning,Qualitative Research,Teaching Methods,Questionnaires,Student Attitudes,Foreign Countries,Content Analysis,Learning Experience

The diversity of student populations globally is increasing more rapidly than the diversity of the teaching workforce. Concerns are that beginning teachers are ill-prepared to meet the needs of the diversity of students in their classrooms. This lack of preparedness has been partially attributed to inadequate preparation within teacher education programs. We advocate that preservice teachers need to understand how their prior intercultural experiences can be utilised to better prepare them for teaching diverse groups of learners. This qualitative study (n = 40) draws on Hammer's (2009) Intercultural Development Continuum to explore the impact that these experiences have on shaping preservice teachers as teachers of diversity. We use the data to illustrate the breadth of positioning on the IDC of these preservice teachers. Findings indicate that prior quality engagement with diversity over time enhances preservice teachers' intercultural competence. We describe how teacher education can better prepare preservice teachers for engaging diverse learners.
Knowledge Growth, Academic Beliefs and Motivation of Students in Business and Economics--A Longitudinal German Case Study
Author: Biewen, Martin
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Motivation,Case Studies,Longitudinal Studies,Business,Economics,Foreign Countries,Epistemology,Beliefs,Economics Education,Undergraduate Students,Student Surveys,Regression (Statistics),Statistical Analysis

In this study we examine the determinants of and the relationship among economic knowledge, epistemological beliefs, and extrinsic and intrinsic motivation over the course of undergraduate studies in a sample of students of business and economics at a university in Germany. We found economic knowledge increased over the course of studies, extrinsic and intrinsic motivation declined, and students became more skeptical in their epistemological beliefs about the objectivity of economic content being taught in their courses. The students' level of economic knowledge was related to intrinsic motivation but unrelated to extrinsic motivation and epistemological beliefs. Furthermore, the students' tendency to become more skeptical over the course of their studies was mitigated by high levels of extrinsic motivation. The use of internationally established assessments such as the Test of Economic Literacy, developed by the Council of Economics Education, enables implications for higher education business and economics programs at the international level to be drawn from our findings.
Identity Transition and Career Development of Chinese BE Teachers under the Context of BELF
Author: Guihang, Guo
Date: 2018-00-00
Type: Journal Articles
Subjects: Business English,English (Second Language),Second Language Instruction,Language Teachers,College Faculty,Teacher Competencies,Career Development,Professional Identity,Social Influences,Cultural Influences,Barriers,Foreign Countries,Undergraduate Study

Business English as a lingua franca (BELF) has aroused increasing research interest in the fields of English for Specific Purposes (ESP) and business communication. In China, Business English as an undergraduate program was approved by the Ministry of Education in 2006 and Business English Studies as a discipline and postgraduate program was initiated in 2008. Under this context, the general English (GE) teachers are facing great challenges of identity change and career development bottlenecks in their transition to the Business English (BE) teachers. This paper discusses the professional qualities required of the BE teachers. Based on the status quo of BE teacher development at Chinese universities, it identifies the key challenges of identity transition and career development bottlenecks of BE teachers. The underlying reasons for transition difficulties and bottlenecks are explored and suggestions are put forth from the post-structural and socio-cultural perspectives.
Teaching High-Value Pronunciation Features: Contrastive Stress for Intermediate Learners
Author: Levis, John M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Pronunciation,Pronunciation Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Phonology,Language Fluency,Pretests Posttests,Contrastive Linguistics,Control Groups,Experimental Groups,Grammar,Native Speakers,Evaluators,Speech Communication,Teaching Methods,College Students,Instructional Effectiveness,Comparative Analysis,Listening Comprehension,Statistical Analysis

Pronunciation features are not equal in how they affect listeners' ability to understand. Some are low value, while others are high value. This study explores whether contrastive stress is high value. Previous research has shown that identification of contrastive stress is learnable (Pennington &amp; Ellis, 2000), and that explicit teaching about contrastive stress patterns can improve production for advanced learners (Hahn, 2002; Muller Levis &amp; Levis, 2012). To test whether instruction on contrastive stress improved comprehensibility and fluency in spontaneous speech, we developed a 3-week class for intermediate ESL learners, whose pre- and posttest productions were rated by native listeners. Ratings for fluency showed no improvement. Ratings for comprehensibility significantly improved for the experimental group while control participants showed no improvement. Improvement resulted both from better contrastive stress and greater comfort with producing grammatical frames to express the contrasts. The article concludes by discussing the importance of high-value pronunciation features for improved comprehensibility.
Reconsidering Assumptions of Beginner Teachers&apos; Needs: An Examination of Commonly Used Pronunciation Textbooks
Author: Zimmerman, Erin
Date: 2018-00-00
Type: Journal Articles
Subjects: Textbooks,Pronunciation,Pronunciation Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Guides,Beginning Teachers,Teaching Experience,Teaching Methods,Course Content,Metacognition,Grounded Theory,Language Teachers,Teacher Attitudes,Content Analysis,Qualitative Research

Novice teachers often look to textbooks and teacher's manuals for guidance when preparing courses, learning course content, and delivering instruction to students. In the field of pronunciation, however, materials creators face an unusual difficulty when designing resources because beginner teachers often are not truly novices: They might have limited experience teaching pronunciation content but be experienced teachers in other language fields, such as writing, reading, or ESL. This article examines 8 pronunciation texts (5 textbooks and 3 corresponding teacher's manuals) to discover what guidance is offered to teachers. In particular, the researcher, a writing instructor who recently tutored pronunciation, offers insights into an analysis of this support for different types of beginner teachers--novice, advanced beginner, and competent. The findings include recommendations for authors and publishers of such materials as well as for program directors and teachers to enhance and ensure the usefulness of these resources for all instructors.
Word Stress and Pronunciation Teaching in English as a Lingua Franca Contexts
Author: Lewis, Christine
Date: 2018-00-00
Type: Journal Articles
Subjects: Suprasegmentals,Pronunciation Instruction,Second Language Instruction,English (Second Language),Official Languages,Foreign Countries,Comprehension

Traditionally, pronunciation was taught by reference to native-speaker models. However, as speakers around the world increasingly interact in English as a lingua franca (ELF) contexts, there is less focus on native-speaker targets, and there is wide acceptance that achieving intelligibility is crucial while mimicking native-speaker pronunciation is not important. However, if there is no clear model to refer to, how do we give guidance to students about how to improve their pronunciation, and how do we determine what needs to be fixed in order to enhance intelligibility? This article considers teaching pronunciation in ELF contexts, making reference to a corpus of interactions recorded in Brunei involving 41 speakers from various countries in Southeast Asia, particularly focusing on stress patterns, to see what impact variant stress has on intelligibility. It is found that there is some evidence that word stress may contribute to misunderstandings occurring in ELF interactions.
Getting the Most from Google Classroom: A Pedagogical Framework for Tertiary Educators
Author: Heggart, Keith R.
Date: 2018-03-00
Type: Journal Articles
Subjects: Higher Education,College Faculty,Educational Technology,Technology Uses in Education,Teacher Education Programs,Preservice Teachers,Elementary School Teachers,Student Participation,Group Dynamics,Internet,Information Management,Computer Mediated Communication,Computer Software,Program Effectiveness,Blended Learning,Online Courses,Use Studies,Teaching Methods,Student Surveys,Journal Writing,Foreign Countries

Many tertiary institutions have embraced digital learning through the use of online learning platforms and social networks. However, the research about the efficacy of such platforms is confused, as is the field itself, in part because of the rapidly evolving technology, and also because of a lack of clarity about what constitutes a learning platform. In this study, two early career academics and instructors examined the effectiveness of using Google Classroom for final year primary teacher education students to encourage student voice and agency, and to consider how the platform might influence future pedagogies at the tertiary level. The data showed that Google Classroom increased student participation and learning and improved classroom dynamics. It also revealed concerns around pace and user experience. This data was used to construct a framework to evaluate of the use of online platforms; it identifies four concepts (pace, ease of access, collaboration and student voice/agency) that explore the usefulness of other online learning platforms, as well as pedagogical practice.
Using a Study Circle Model to Improve Teacher Confidence and Proficiency in Delivering Pronunciation Instruction in the Classroom
Author: Echelberger, Andrea
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Teachers,Self Efficacy,English (Second Language),Second Language Learning,Second Language Instruction,Faculty Development,Pronunciation Instruction,Teaching Methods,Decision Making,Workshops,Task Analysis,Observation,Focus Groups,Diaries,Teacher Attitudes,Pronunciation,Teacher Surveys,Knowledge Base for Teaching

Adult English language learners are hungry for pronunciation instruction that helps them to &quot;crack the code&quot; of speaking intelligible English (Derwing, 2003). Research indicates benefits of pronunciation instruction with adult learners, yet many teachers believe they lack the knowledge and background to make sound instructional decisions (Baker, 2014). This article looks at a professional-development initiative in which 12 practicing adult English language teachers participated in a 5-week study circle on research-informed, integrated pronunciation instruction. The study circle included readings on current research, workshops on teaching strategies and techniques, speech-sample analyses, classroom implementation tasks, and peer observations. Throughout the process, data were gathered including pre- and post-surveys, speech-analysis logs, and a delayed focus group session to evaluate the impact of participation on teaching practices. Findings indicate an increased ability to diagnose and accurately describe pronunciation issues, integrate pronunciation instruction into the existing curriculum and classroom routines, and apply research-informed practices within the classroom.
Professional Teaching Standards: A Comparative Analysis of Their History, Implementation and Efficacy
Author: Call, Kairen
Date: 2018-03-00
Type: Journal Articles
Subjects: Faculty Development,Comparative Analysis,Teacher Effectiveness,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Standards,Outcomes of Education,Teacher Education Programs,Preservice Teacher Education,Preservice Teachers

Since the publication of results from the first iteration of testing within the Programme for International Student Assessment (PISA) and the ensuing media consternation and political rhetoric about teacher quality in education systems around the world, professional standards for teachers have been considered, developed and implemented globally in various forms. Justified by the argument that they raise teacher quality which in turn raises student outcomes, professional standards for teachers are being considered as an integral part of the solution to current deficits in education. This article explores the forces driving and restraining professional standards for teachers within international and Australian contexts and identifies ways in which initial teacher education programs can support their successful implementation.
Reading Aloud: Children&apos;s Attitudes toward Being Read to at Home and at School
Author: Ledger, Susan
Date: 2018-03-00
Type: Journal Articles
Subjects: Reading Aloud to Others,Student Attitudes,Reading Instruction,Reading Attitudes,Literacy,Mixed Methods Research,Elementary School Students,Foreign Countries,Reading Skills,Reading Habits,Early Intervention,Surveys,Parents

Whilst there exists a plethora of research about the benefits of reading aloud on children's literacy development and a range of government reports highlighting the positive investment return on early intervention strategies such as reading aloud, most literature is presented from an adult perspective. Limited research exists on children's attitudes toward being read to at home or school or the frequency of reading aloud practices that occur within these contexts. This mixed method study examines reading aloud practices in schools (N=21) and homes (N=220). It captures the attitude toward reading aloud practices from the viewpoint of 220 children aged between 6-12 years of age (Grade 1-6) across a representative range of diverse school contexts in Western Australian. The findings identify specific reading aloud practices, patterns of frequency and perceived barriers to reading aloud in the classroom and at home. The study provides support for the practice of reading aloud to be continued past the period of acquisition and independent reading. It raises concern about the low frequency of reading aloud practices at home and school and the early signs of a literacy. It also highlights the limited attention to affective domains of reading that occur in schools.
Integrating Pronunciation into the English Language Curriculum: A Framework for Teachers
Author: McGregor, Alison
Date: 2018-00-00
Type: Journal Articles
Subjects: Pronunciation Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Pronunciation,Guidelines,Language Teachers,Curriculum Design,English for Special Purposes,Teaching Assistants,Graduate Students,Foreign Students,Oral Language,Language Proficiency

Research provides evidence of effective factors in pronunciation teaching and learning. However, incorporating research into classroom practice is a challenge left to instructors, often without the help of a systematic framework for integrating pronunciation into a curriculum. This article, informed by work with international teaching assistants, offers such a framework. Developed over a 10-year period, the framework was tested in a pre-post classroom-based research study that indicated significant pronunciation improvement. The authors guide classroom instructors and teacher trainers through a 5-stage curriculum-design process for the integration of pronunciation, and they exemplify the use of the framework via the development of an English for Specific Purposes curriculum for international teaching assistants. Each stage includes guiding questions, related research, and demonstration of the outcomes through examples from a curriculum designed for international teaching assistants. The framework provides a practical approach to integrating fundamental building blocks of effective pronunciation instruction into the curriculum design process.
Pronunciation Tutorials: Not Only Sounds, but Also Awareness of Self and Context
Author: Macdonald, Shem
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pronunciation Instruction,Tutorial Programs,Comprehension,Second Language Instruction,English (Second Language),Self Concept,College Students,Interpersonal Communication,Student Attitudes,Communication Strategies,Speech Skills,Teaching Methods,Video Equipment,Accuracy

An exploration of pronunciation tutorials designed for speakers of English as an additional language (EAL) in a university context in Australia suggests that developing abilities to speak clearly involves more than just focusing on the sounds that are uttered. Students' comments and observations collected during pronunciation tutorials highlight factors that are important for understanding how these speakers successfully manage their spoken interactions. This article reports on what these students say about their experiences and strategies for communicating clearly and effectively at university and while in their professional placements. Implications for the ways that pronunciation tutorials are run include the need to focus not only on the sounds that the speakers make, but also to provide opportunities for them to develop awareness of themselves as speakers and to develop their understanding of the speaking contexts and the associated pragmatic language skills that are required for becoming clearer and more confident speakers.
Native and Nonnative English-Speaking Teachers&apos; Expectations of Teacher&apos;s Manuals Accompanying General English and Pronunciation Skills Books
Author: Sonsaat, Sinem
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Pronunciation Instruction,Online Surveys,Language Teachers,Native Speakers,Mixed Methods Research,Teacher Attitudes,Teaching Methods,Guidance,Teaching Guides,Layout (Publications),Feedback (Response),Video Technology,Audio Equipment,Instructional Materials,Pronunciation,Semi Structured Interviews

This study explores native and nonnative English-speaking teachers' expectations of teacher's manuals accompanying general English skills books and pronunciation teaching books, as well as their impressionistic evaluation of a printed and online teacher's manual. The study has a mixed-methods design incorporating an online survey and 2 interviews. Findings showed that teachers expected a teacher's manual to provide additional guidance on which pronunciation features to teach and how to present them effectively. The online teacher's manual was preferred over the printed one by most of the teachers because of its technological design features. This study suggests that both native and nonnative English-speaking teachers welcome online manuals because of their increased accessibility and practicality. Additionally, greater amounts of guidance can be given in an online teacher's manual and this guidance can be presented in different modalities, such as in printable text, audio, or video.
Teacher Knowledge and Learning &quot;In-situ&quot;: A Case Study of the Long Division Algorithm
Author: Takker, Shikha
Date: 2018-03-00
Type: Journal Articles
Subjects: Teacher Characteristics,Case Studies,Arithmetic,Mathematics Teachers,Grade 4,Elementary School Mathematics,Elementary School Teachers,Teaching Methods,Knowledge Base for Teaching,Intervention,Thinking Skills,Problem Solving,Educational Change,Mathematics,Mathematics Instruction,Foreign Countries,Faculty Development,Curriculum Development,Observation,Semi Structured Interviews

The aim of the study reported in this paper was to explore and enhance experienced school mathematics teachers' knowledge of students'thinking, as it is manifested in practice. Data were collected from records of classroom observations, interviews with participating teachers, and weekly teacher-researcher meetings organized in the school. In this paper, we discuss the mathematical challenges faced by a primary school teacher as she attempts to unpack the structure of the division algorithm, while teaching in a Grade 4 classroom. Through this case study, we exemplify how a focus on mathematical knowledge for teaching 'in situ' helped in triggering a change in the teacher's well-formed knowledge and beliefs about the teaching and learning of the division algorithm, and related students' capabilities. We argue that in the context of educational reform, an analysis of knowledge demands placed on the teacher helps in understanding and supporting teachers' work.
Student and Staff Perceptions of a Learning Management System for Blended Learning in Teacher Education
Author: Holmes, Kathryn A.
Date: 2018-03-00
Type: Journal Articles
Subjects: School Personnel,Student Attitudes,Integrated Learning Systems,Blended Learning,Teacher Education,Interaction,Graduate Students,Undergraduate Students,Student Surveys,Interviews,Focus Groups,Foreign Countries,Student Participation,Academic Achievement

Higher education institutions routinely use Learning Management Systems (LMS) for multiple purposes; to organise coursework and assessment, to facilitate staff and student interactions, and to act as repositories of learning objects. The analysis reported here involves staff (n = 46) and student (n = 470) responses to surveys as well as data collected in interviews and focus groups. The research focuses on participants' perceptions of two broad affordances of the LMS: accessibility and interactivity. Differences were found between student and staff views in relation to accessibility of online materials, with students rating its contribution to their learning more highly than staff. However, the two groups held similar views with regards to the effectiveness of LMS tools to enable interactivity. Applying interaction equivalency theory (Anderson, 2003), the results reveal the importance of the key choices made by teaching staff in deciding which LMS tools to use in order to maximise student participation and learning.
Reconciling Theory and Practice
Author: Brinton, Donna M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Pronunciation Instruction,Pronunciation,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Decision Making,Educational Research,Validity,Best Practices,Knowledge Base for Teaching,Educational Principles,Auditory Discrimination,Language Teachers

The nature of second language pronunciation research often precludes its application to the classroom. And even when research findings do have direct applicability to classroom practice, open channels of communication between researchers and practitioners are often lacking. We have subtitled this issue of &quot;The CATESOL Journal&quot; &quot;Pronunciation: Research Into Practice, and Practice Into Research&quot;--indicating our belief that research and practice comprise a 2-way street, with research results definitely informing practice but with practice helping to confirm these results and providing an additional, real-world test of their validity. The contributing authors of this theme issue (both researchers and practitioners), through their research and insights into best classroom practices, provide teachers of pronunciation much to ponder. This article seeks to draw from the authors' insights a set of core principles, firmly anchored in research results, on which to base pronunciation teaching decisions.