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Teacher language awareness in supervisory feedback cycles

Teacher language awareness in supervisory feedback cycles

 Lindahl, Kristen.
 2016.
 p. 28-38. Oxford University Press. English ISSN: 09510893
Ngôn ngữTeacher language.Upervisory feedback cycles.Awareness.
Tác giả CN Lindahl, Kristen.
Nhan đề Teacher language awareness in supervisory feedback cycles / Kristen Lindahl and Laura Baecher
Thông tin xuất bản 2016.
Mô tả vật lý p. 28-38.
Tùng thư Oxford University Press.
Tóm tắt This study investigates pre- and post-observation feedback provided to TESOL teacher candidates who are preparing to work in content-based instruction/content and language integrated learning contexts, extending the conceptualization of teacher language awareness (TLA) to candidate supervision. It examines the extent to which TLA is manifested by supervisors and teacher candidates within supervision cycles, and explores how supervisors’ focus on language may influence the pedagogical decisions of the teacher candidates. The results suggest that supervisors with high TLA provide feedback to candidates’ lessons differently to supervisors with lower language awareness. These findings have implications for the role supervisors play in TEFL/TESOL practica.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Tiếng Anh-TVĐHHN
Từ khóa tự do Teacher language.
Từ khóa tự do Upervisory feedback cycles.
Từ khóa tự do Awareness.
Tác giả(bs) CN Baecher, Laura.
Nguồn trích ELT journal.- 2016, Vol. 70, No. 1.
MARC
Hiển thị đầy đủ trường & trường con
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362[0 ] |a Vol. 70, No. 1 (Jan. 2016)
490[ ] |a Oxford University Press.
520[ ] |a This study investigates pre- and post-observation feedback provided to TESOL teacher candidates who are preparing to work in content-based instruction/content and language integrated learning contexts, extending the conceptualization of teacher language awareness (TLA) to candidate supervision. It examines the extent to which TLA is manifested by supervisors and teacher candidates within supervision cycles, and explores how supervisors’ focus on language may influence the pedagogical decisions of the teacher candidates. The results suggest that supervisors with high TLA provide feedback to candidates’ lessons differently to supervisors with lower language awareness. These findings have implications for the role supervisors play in TEFL/TESOL practica.
650[1 7] |a Ngôn ngữ |x Giảng dạy |x Tiếng Anh |2 TVĐHHN
653[0 ] |a Teacher language.
653[0 ] |a Upervisory feedback cycles.
653[0 ] |a Awareness.
700[1 ] |a Baecher, Laura.
773[ ] |t ELT journal. |g 2016, Vol. 70, No. 1.
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