Developing a Training Program for Secondary Teachers of English Language Learners in Ohio

Newman, Karen L.; Samimy, Keiko K.; Romstedt, Kathleen

doi:10.1080/00405841003641535

Cited by 17 publications

(15 citation statements)

References 13 publications

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“…How could they solidify the teachers' learning and empower them to keep pursuing self-directed professional development by providing relevant and practical learning resources and follow-up support as they experimented with the ideas they acquired from the programme? In order to ensure that training suits local conditions and requirements, schools and INSET providers should take into account the balance between rural teachers' needs and their willingness to engage in professional development (Newman, Samimy and Romstedt 2010).…”

Section: Discussionmentioning

confidence: 99%

Enhancing part-time in-service teacher training programmes to facilitate rural teacher development in China

Yan

2011

Prospects

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Despite the frequent criticisms directed toward them, in-service teacher training (INSET) programmes remain one of the most commonly used approaches for enhancing teachers' professional development. This article reports on a study that examined the effects of a part-time masters of education INSET programme based in Central China. The main source of data was reflective papers written by 38 teacher participants; classroom observations and informal interviews also helped reveal the teachers' perspectives on the programme. Whilst the programme was very popular, and had a variety of positive impacts on the teachers' professional development, the programme paradigm involved several drawbacks. The results suggest that part-time INSET programmes for rural teachers should be supplemented by various other forms of teacher development activities to meet the dual goals of developing such programmes and providing professional development for teachers.

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Section: Discussionmentioning

confidence: 99%

Enhancing part-time in-service teacher training programmes to facilitate rural teacher development in China

Yan

2011

Prospects

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“…Gay and Kirkland (2003) and Howard (2003) contributed to this discussion by noting that culturally relevant teaching practices that helped teachers develop critical consciousness and self-reflection must be a fundamental feature in teacher education programs. Important articles appearing in TIP between 2004 and 2009 related to teacher educators learning to teach about oppression and LGBT issues in schools (Kumashiro, 2004); closing the achievement gap (Hirsh, 2005); teaching teachers to build equitable classrooms (Lotan, 2006); combating prejudice discourse in urban education (Blanchett & Wynne, 2007); listening to students in urban schools as a component of teacher education programs (Cook-Sather, 2009); and learning to teach ELL students (Kaplan & Leckie, 2009;Newman, Saminy, & Romstedt, 2009). These articles served to move forward conversations vital to learning to teach in a diverse and rapidly changing society.…”

Section: Learning To Teach In a Complexmentioning

confidence: 98%

Learning to Teach in a Complex Interconnected World

Ball

2013

Theory Into Practice

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“…These five themes show a great variety in the types of issues LTs face with the differing cultural and disciplinary identities of STs and LTs playing a significant role. Kong (2014), Banegas (2016), Garcia and Vazquez (2012), Arkoudis (2006), Tedick and Cammarata (2012), Newman, Samimy, and Romstedt (2010) Balancing language and content Both LTs and STs may give content knowledge priority over language development in collaborations; STs tend to overemphasise content, LTs tend to overemphasise form; LTs and STs limit language work to vocabulary, forgetting strategies, functions, grammar, mechanics, four skills.…”

Section: Pedagogical Emphasis Sourcementioning

confidence: 99%

Searching for identity and focus: towards an analytical framework for language teachers in bilingual education

Dale

Oostdam

Verspoor

2017

International Journal of Bilingual Education and Bilingualism

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In CLIL contexts, school subjects are taught in an additional language, allowing learners to acquire the target language through meaningful use. This places language teachers in an ambiguous position. What is their role in this context? On the one hand, language teachers are expected to collaborate with subject teacher colleagues; on the other hand, they teach separate language lessons. This double role provides language teachers and their educators with specific challenges in terms of identity and focus.To explore and explain the choices language teachers have, this review examines international research from the last 25 years with a primary focus on secondary schools. As recent discussions argue convincingly that research into CLIL, Content Based Instruction and immersion benefit from convergence and cross-fertilisation, we used a broad range of search terms to identify primary and secondary research.Selected articles were organised into four inquiry areas and analysed thematically: (1) language focus, (2) content focus of learning, (3) language teachers' pedagogical practices, and (4) their collaboration with subject teachers. Based on these themes, we developed a framework for language teachers and their educators in bilingual education designed to help them explore, explain and develop their own identity and focus.

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Developing a Training Program for Secondary Teachers of English Language Learners in Ohio

Cited by 17 publications

References 13 publications

Enhancing part-time in-service teacher training programmes to facilitate rural teacher development in China

Enhancing part-time in-service teacher training programmes to facilitate rural teacher development in China

Learning to Teach in a Complex Interconnected World

Searching for identity and focus: towards an analytical framework for language teachers in bilingual education

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