"Speak with Me": Analysis of Interaction in the Classroom of a Successful, Non-native, Volunteer ESL Instructor
Başlık:
"Speak with Me": Analysis of Interaction in the Classroom of a Successful, Non-native, Volunteer ESL Instructor
Yazar:
Conty, Michelle, author.
ISBN:
9780438128279
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (387 pages)
Genel Not:
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Advisors: Douglas K. Rush Committee members: Hisako Matsuo; Mark Pousson.
Özet:
This study aims to not only identify the techniques and methods this instructor used to teach ESL, but also to understand why this unpaid, volunteer instructor was sought-after by students, and to identify ways that other instructors could be more effective by utilizing this instructor's techniques. the study uses analysis of observation in conjunction with semi-structured interviews to bridge the gap between these two concepts. Observing, analyzing, and reporting on the classroom methods and interactions of a successful volunteer non-native ESL teacher in America will add to the body of knowledge on the subject of ESL teaching and education in general.
This study also analyzed common themes in ESL literature and investigated and identified the practices within the instructional methods and worldview of one unpaid volunteer instructor who was sought-after by students and described by program administrators as successful. Through a classroom interaction analysis of the methods of a successful teacher, as well as investigation of this teacher's character, culture, personality, and opinions via interview, this study cataloged the factors that contributed to this teacher's success with ESL students.
Administrators and educators must consider research-based SLA educational methods as the foundation upon which to build an effective ESL program for adult ELLs (Burden & Byrd, 2010; Finn, 2011; McMurtrey, 2006; Nassaji, 2012 Tahtinen-Pacheco, 2009; Tellez & Waxman, 2010). For example, researchers found that curricular materials which draw on language data collected in real-life contexts can act as an essential bridge between classroom theory and learners' real lives (Roberts & Cooke, 2009). Recognizing the gaps and inconsistency in adult ESL educational theories, the body of research suggested consideration of Knowles's (1980) androgogical theory emphasizing the important role of the instructor (Buttaro & King, 2001; Kambutu & Thompson, 2005; Knowles, 1981, 1984), the influence of learning environment on the success of ESL instruction (Finn, 2011; Friend & Bursuck, 2009; Waterman & Harry, 2008; Merriam & Brockett, 2007; Tahtinen-Pacheco, 2009), and the impact of Berry's (2001) theory of acculturation on ELLs' SLA and identity formation/reconstruction (Berry, 2001; Finn, 2011; Gass & Selinker, 2008; Hagan, 2004; Kramsch & Whiteside, 2007). This study aims to synthesize these concepts with an examination of a successful ESL instructor in a voluntary adult ESL program in order to provide an example case of the qualities of an effective learning environment/ESL program for adult ELLs.
The increasing diversity in American classrooms at all levels means that effective methods of ESL instruction are as important now as they have ever been. The ability of an immigrant to speak the trade language of the US can be an important edge for an individual in the job market (Holmes, 2005). Given the voluntary nature of many (especially adult) ESL classes, there must be compelling reasons to keep the students in their seats and engaged in learning. The problem of student attrition occurs across the entire educational system, and techniques that work in a more informally structured ESL program to keep students coming back may well work in the more traditional education system of K-12 and beyond (Colombo, 2006; Faitar, 2011; Gass & Selinker, 2008; Gonzalez, 2011; Tellez & Waxman, 2010; Tilley-Lubbs, 2011). This study uses classroom interaction analysis and semi-structured interviews to identify the specific manifestations of cultural competence and learning environment construction that are recommended for student SLA success (Colombo, 2006; Finn, 2011; Hagan, 2004; Johnson & Chang, 2012; McGrath, 2009; McMurtrey, 2006; Palloff & Pratt, 1999, 2001; Tilley-Lubbs, 2011). This study aimed to not only identify the techniques and methods this instructor used to teach ESL, but also to understand why this unpaid, volunteer instructor was sought-after by students, and to identify ways that other instructors could be more effective by utilizing this instructor's techniques. Through a classroom interaction analysis of the methods of a successful teacher, as well as investigation of this teacher's character, culture, personality, and opinions via interview, this study catalogs the factors that contribute to this teacher's success with ESL students.
Notlar:
School code: 0193
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Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
---|---|---|---|
XX(694709.1) | 694709-1001 | Proquest E-Tez Koleksiyonu | Arıyor... |
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