Preparing Future Mainstream Teachers to Teach English Language Learners: A Review of the Empirical Literature

Villegas, Ana María; SaizdeLaMora, Kit; Martin, Adrian D.; Mills, Tammy

doi:10.1080/00131725.2018.1420850

Cited by 96 publications

(57 citation statements)

References 22 publications

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“…This attitude conditions, to a large extent, the use that they make of ICT in the teaching-learning process since the more positive the attitude towards the use of ICT, the more efficient will be the use such technology in their teaching, according to Hue and Ab Jalil [14], Alshammari et al [18], Prior et al [17] and Yang and Kwok [19]. This, therefore, corroborates the statement made by Biesta [2] and Villegas et al [3] that it is necessary for university teaching staff to have greater training in digital competence.…”

Section: Discussionsupporting

confidence: 68%

“…Such technology plays an important role in the lives of people, both academically and professionally [1]. In line with these transformations, it is necessary to place a greater emphasis on pedagogical digital competence when training teachers so that education professionals can make the most of technological advances in order to design, innovate and integrate optimal teaching-learning processes that are enriching for students [2][3][4].…”

Section: Introductionmentioning

confidence: 99%

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Identification of Variables that Predict Teachers’ Attitudes toward ICT in Higher Education for Teaching and Research: A Study with Regression

Guillén‐Gámez

Mayorga-Fernández

2020

Sustainability

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The aim of this research is to analyse the attitudes towards information and communication technologies (ICT) of higher education teachers from an affective, cognitive and behavioural model for teaching and research. It also aimed to explore different factors that can predict such attitudes. A non-experimental study was proposed using a survey technique and descriptive and inferential analyses were carried out using a multiple linear regression model (MLR). In total, the sample was formed by 867 university professors from Spain belonging to different areas of knowledge. The results show that these teachers have a medium total attitudinal level, so the lowest attitudes have been represented by the behavioural ones, followed by the affective ones. Regarding the predictor variables, variables that can predict such attitudes were found to be age, participation in projects, gender and teaching in face-to-face and/or online universities (ordered from highest to lowest priority).

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Section: Discussionsupporting

confidence: 68%

Section: Introductionmentioning

confidence: 99%

Identification of Variables that Predict Teachers’ Attitudes toward ICT in Higher Education for Teaching and Research: A Study with Regression

Guillén‐Gámez

Mayorga-Fernández

2020

Sustainability

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“…It is important that teachers understand that every-day conversational language differs from the way language is used in academic settings (Wong Fillmore & Snow, 2018), and that learning academic language can be challenging for language learners and native speakers alike (Uccelli & Phillips Galloway, 2018). It follows that understanding the content of teaching may be challenging, even if students have a strong facility with conversational language or everyday interactions (Cummins, 2000;Lucas et al, 2008;Villegas, Saiz deLaMora, Martin, & Mills, 2018). It is typical that academic language skills develop more slowly than everyday language skills (Cummins, 2000;Villegas et al, 2018), and when students' home languages are different than the language of their instruction, they are both learning the language and through the language (Lucas et al, 2008;Lucas & Villegas, 2011).…”

Section: What Teachers Need To Know About Learning An Additional Langmentioning

confidence: 99%

“…It follows that understanding the content of teaching may be challenging, even if students have a strong facility with conversational language or everyday interactions (Cummins, 2000;Lucas et al, 2008;Villegas, Saiz deLaMora, Martin, & Mills, 2018). It is typical that academic language skills develop more slowly than everyday language skills (Cummins, 2000;Villegas et al, 2018), and when students' home languages are different than the language of their instruction, they are both learning the language and through the language (Lucas et al, 2008;Lucas & Villegas, 2011). Moreover, language development varies for each individual, and it is influenced by a variety of psychological, social, and contextual factors (Ellis, 2008).…”

Section: What Teachers Need To Know About Learning An Additional Langmentioning

confidence: 99%

How Finnish teachers understand multilingual learners’ language learning

Alisaari

Heikkola²

2020

Apples

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The number of students whose home language is different from the language of instruction is growing everywhere. Learning a new language while simultaneously learning different subjects in that language, is challenging and requires teacher support. However, research has shown that not all teachers have sufficient knowledge of language learning, how language learning influences the learning of content, or how to support multilingual learners in this context (Sullivan, 2016). In this study, Finnish teachers’ (N = 820) understandings of certain processes related to learning an additional language were examined, including whether there were differences in understandings between different teacher groups. Over 80% of the surveyed teachers were knowledgeable about the aspects related to classroom interaction and language use that can be considered as essential for being a linguistically responsive teacher: for example, they knew that social interaction supports learners’ language development. In this study, the less experience a teacher had in general, the more knowledgeable they were regarding language learning. Further, teachers of language related subjects had a better understanding of certain aspects of language learning compared to other subject teacher groups. Based on these results, professional development targeted at teachers who have been in the profession for several years is recommended.

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“…We know that many teachers from various countries feel incompetent when it comes to helping SLLs (Hadjioannou, Hutchinson, & Hockman, 2016;Haworth, 2008;Samson & Collins, 2012). It has also been reported that teacher training typically offers insufficient opportunities for future teachers to learn how to teach SLLs in mainstream classrooms (Thomassen, 2016;Villegas, SaizdeLaMora, Martin, & Mills, 2018), in particular that the training future teachers receive in the field of language learning is inadequate (Lucas & Villegas, 2010;Pettit, 2011).…”

Section: Introductionmentioning

confidence: 99%

Facilitating second-language learners' access to expository texts: teachers’ understanding of the challenges involved

Rangnes¹

2019

L1 Educational Studies in Language and Literature

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Many second-language learners (SLLs) struggle with comprehending texts in their second language. However, teachers have reported feeling incompetent when it comes to teaching SLLs. The purpose of this study was to investigate teachers' understanding of the challenges involved in facilitating SLLs' access to expository texts. Data were collected through interviews with nine teachers of 10-12-year-olds. The findings show that the teachers understood text challenges to be found at the word and text levels. Further, the teachers recognised SLLs' need for text-comprehension support, which they seemed to understand mainly as providing explanations for words and texts. However, they questioned the effectiveness of their adapted teaching. The findings suggest that the teachers' understanding of the issue may unintentionally restrict SLLs' academic-language development and their opportunities to learn from texts. Hence there may be a need for a change in the teachers' understanding of what it means to give access to texts in order to empower SLLs for future participation in society.

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Preparing Future Mainstream Teachers to Teach English Language Learners: A Review of the Empirical Literature

Cited by 96 publications

References 22 publications

Identification of Variables that Predict Teachers’ Attitudes toward ICT in Higher Education for Teaching and Research: A Study with Regression

Identification of Variables that Predict Teachers’ Attitudes toward ICT in Higher Education for Teaching and Research: A Study with Regression

How Finnish teachers understand multilingual learners’ language learning

Facilitating second-language learners' access to expository texts: teachers’ understanding of the challenges involved

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