Language and Words: How Vocabulary Teaching Indexes Teacher Histories and Beliefs about Language

Ardell, Lillian

doi:10.1002/tesq.3069

Cited by 3 publications

(1 citation statement)

References 37 publications

(38 reference statements)

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“…In addition, although there are certain commonalities between teaching the target language culture and the native culture in foreign language teaching, there are also differences. In summary, the study of Chinese cultural content syllabus in secondary school English teaching is still in its infancy, and there is still much room for research (Ardell, 2022). Based on the existing literature, this study draws on both domestic and international English textbooks and Chinese English syllabus preparation combined with questionnaires and interviews to integrate Chinese cultural content, hoping to provide a reference for teachers (Guo, 2021;Ma et al, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

Challenges in Developing an ELT Primary School English Grammar Curriculum in China

Zhai

Ch’ng

Ahmad

2023

IJETECH

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The national curriculum in China is the most crucial guideline for teaching in primary and secondary schools. This research looked at how English language teaching (ELT) preservice teachers in China learned to implement critical pedagogy (CP) through the process of co-constructing a compulsory ELT curriculum with ESL students (ELLs). Having a clear understanding of English grammar is essential to learn it successfully. Second language (L2) classrooms increasingly involve teachers and researchers in curriculum development and implementation. Different educational aims and objectives are reflected in how these educators communicate concerns about the second language acquisition process, mainly grammatical competence. The data for this qualitative study were obtained from (1) audio recordings of discussions between teacher educators and (2) audio recordings of discussions with students in primary school. Researchers and teachers have devised a syllabus to facilitate learning, teaching, and research in primary grammar classrooms that addresses their concerns. The syllabus can be adapted over time to meet the classroom's needs. Describe how to design a course that meets pedagogical goals based on experiences as a syllabus participant in this paper. Based on the procedure of ten-week classes, the author examines its approximate necessity and practicality from the perspective of the teaching objectives. The research's significant focus is exploring the integration and implementation of syllabus tasks and the associated challenges and issues. Furthermore, the syllabus's effectiveness in engaging students is also responsible for its reliability. The paper focuses on the new pedagogical approaches and analyses the potential future of ELT in China.

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Section: Literature Reviewmentioning

confidence: 99%

Challenges in Developing an ELT Primary School English Grammar Curriculum in China

Zhai

Ch’ng

Ahmad

2023

IJETECH

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Moving beyond language dichotomies in the education of multilingual students: recontextualizing teacher resistance

Kibler

Salerno

Andrei

2023

International Multilingual Research Journal

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Integrating Content and Language Instruction for Multilingual Learners: A Systematic Review Across Program Types

Domke,

Cerrato

2024

Review of Educational Research

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Given the growing multilingual student population worldwide, many countries/regions have implemented content-based instruction (CBI) programs that include content-area classrooms where language learning takes place during content learning. Scholars have suggested that more attention needs to be given to how teachers teach language in content-area classrooms and that research findings across program contexts should speak to/build on each other. This systematic review draws on sociolinguistic theories to synthesize 199 studies from 2012 –2022 about teacher understandings and practices regarding content-language integration across CBI programs worldwide, including content and language integrated learning (CLIL), English medium of instruction (EMI), immersion or dual language bilingual education (DLBE), and English as a second/additional language (ESL/EAL). Studies described uneven understandings of the content-language relationship and indicated a variety of content-language integration practices (e.g., teaching disciplinary literacy, encouraging discussion, translanguaging, writing language objectives, using visuals, and collaborating between content and language teachers). However, researchers reported challenges including lack of training, time, and curricular guidance. Based on these findings, we offer directions for research and educator preparation/professional learning to help teachers implement content-language integrated practices that support multilingual learners in developing deep content and language learning in content-area classrooms across contexts.

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Language and Words: How Vocabulary Teaching Indexes Teacher Histories and Beliefs about Language

Cited by 3 publications

References 37 publications

Challenges in Developing an ELT Primary School English Grammar Curriculum in China

Challenges in Developing an ELT Primary School English Grammar Curriculum in China

Moving beyond language dichotomies in the education of multilingual students: recontextualizing teacher resistance

Integrating Content and Language Instruction for Multilingual Learners: A Systematic Review Across Program Types

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