Teacher's Handbook: Contextualized Language Instruction

Joiner, Elizabeth G.; Shrum, Judith L.; Glisan, Eileen W.

doi:10.2307/330122

Cited by 96 publications

(11 citation statements)

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“…The standard understanding of language as a system of communication includes proper knowledge of phonology (the sound system), morphology (the structure of words), syntax (phrase and sentence structure), semantics (words and sentence meaning), pragmatics (the effect of context on language), similarities and differences between English and the native students’ language. In addition to understanding language as a system, future ESL/EFL teachers should also have a clear understanding of the first and the second language acquisition theories and effectively apply them into their practice to facilitate students’ language learning (Shrum & Glisan, 2010). Specifically, they must understand the cognitive processes that occur as ELLs acquire language (Chomsky, 2006) and the role of social interaction in language acquisition (Staehr Fenner & Kuhlman, 2012; Swain & Deters, 2007; Troyan et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

Retracted: The future of Ukrainian EFL professional education: Certificates of excellence or certificates of attendance

Bulakh

Shandruk

2022

Review of Education

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The current post-secondary educational system for professional preparation of the Ukrainian EFL teachers is not satisfactory. This paper attempts to make an objective comparative analysis of professional training programmes of American ESL teachers versus Ukrainian EFL teachers with the purpose of improving its current state. The questionnaire on professional standards and teachers' evaluation and second language acquisition was created.

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Section: Resultsmentioning

confidence: 99%

Retracted: The future of Ukrainian EFL professional education: Certificates of excellence or certificates of attendance

Bulakh

Shandruk

2022

Review of Education

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“…In general, OPIs present limitations for medical language assessment due to a lack of interactivity and authenticity. 24 OSCEs represent an opportunity to evaluate student language proficiency in a high-fidelity clinical setting. OSCEs provide a simulated clinical encounter in which learners interview trained standardized patients (SPs), and they are an accepted methodology for medical student formative and summative assessment.…”

Section: Discussionmentioning

confidence: 99%

Development of a Tool to Assess Medical Oral Language Proficiency

Diamond¹,

Gregorich²,

Karliner³

et al. 2022

Academic Medicine

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PurposeTo communicate with linguistically diverse patients, medical students and physicians often use their non-English-language skills. However, there is no standard protocol to determine whether those skills are adequate before patient care. This causes many physicians, institutions, educators, and learners to forgo non-English-language proficiency assessment altogether. The purpose of this study is to report on the development, refinement, and interrater reliability of the Physician Oral Language Observation Matrix (POLOM), a rater-based tool assessing 6 language skill categories observed during clinical interactions: comprehension, fluency/ fluidity, vocabulary, pronunciation, grammar, and communication. This study focused on the use of the POLOM in Spanish interactions.

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“…The extent to which language teaching professionals engage with and in research, and how, affects their professional identity (Winch et al 2015;Barkhuizen 2021) and pedagogical expertise (Furlong et al 2014). The ability to apply research findings to classroom practices is also a key characteristic of accomplished, reflective practitioners and is, thus, an essential component of teaching preparation programs, with positive effects (Shrum and Glisan 2015;Altstaedter et al 2016;Vaattovaara 2017;Lowe, Turner, and Schaefer 2021). In the US and the UK (Baxter and Santos 2008, 14), many language programs allow students to enroll in an independent study course, i.e., writing a supervised research paper or dissertation, which allows them to obtain college credits.…”

Section: Research Engagement In Second Language Teachingmentioning

confidence: 99%

Research Engagement and Research Culture in Spanish Language Teaching (SLT): Empowering the Profession

Gironzetti

Muñoz–Basols

2022

Applied Linguistics

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Teacher training programs and models recognize research engagement as a key competency of qualified professionals. However, despite current calls from scholars to bridge the divide between research and practice in second language teaching, little is known about how teaching professionals engage with existing research or carry out their own research. This study is the first to address this issue with regards to Spanish Language Teaching (SLT) professionals, aiming to understand if and how they engage with and in research, and identify what they would need to increase their engagement. Quantitative and qualitative analyses of online survey responses from 1,675 SLT professionals from 84 countries show that research engagement is dependent on the job description. Coding of free-text responses into eight themes (motivation, prestige, support, training, professionalization, resources, community, and research areas) reveals that the main barrier to greater research engagement is lack of support. Our results contribute to the understanding of the concepts of research engagement and research culture within the context of SLT and inform future initiatives to strengthen the research-practice nexus.

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Teacher's Handbook: Contextualized Language Instruction

Cited by 96 publications

References 0 publications

Retracted: The future of Ukrainian EFL professional education: Certificates of excellence or certificates of attendance

Retracted: The future of Ukrainian EFL professional education: Certificates of excellence or certificates of attendance

Development of a Tool to Assess Medical Oral Language Proficiency

Research Engagement and Research Culture in Spanish Language Teaching (SLT): Empowering the Profession

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