What's Good?

Maroney, Sharon A.

doi:10.1177/004005990003300104

Cited by 4 publications

(4 citation statements)

References 1 publication

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“…This study set out to describe how the MTs and the LAs working in CLIL public primary schools (Grades 1–6) in the Madrid area interact in science classrooms, how they perform their corresponding teaching roles, and how these roles are articulated discursively. Given the predetermined supportive role (Maroney, ) that the regional government guidelines assign to the MT–LA relationship (i.e., with the former leading the class and the latter acting mainly as a cultural and FL informant), we expected interaction between participants to portray this asymmetrical liaison in their respective use of specific discourse functions, namely Explaining, Rewarding, and Disciplining.…”

Section: Discussionmentioning

confidence: 99%

“…Maroney () summarised the predominant manifestations of TT practice in the taxonomy displayed in Table .…”

Section: Team Teaching: Definition Styles and Specifities Of Clil Cmentioning

confidence: 99%

“…Most team teachers use a variety of styles, which they adapt to fit their specific needs. Thus, effective TT combines methods depending on the strengths and personalities of the teachers, as well as the needs of the students (Maroney, ). Standard manifestations of TT are found in contexts where team teachers are equal in status and able to demonstrate parity with each other (Cook & Friend, 2007).…”

Section: Team Teaching: Definition Styles and Specifities Of Clil Cmentioning

confidence: 99%

“…Standard manifestations of TT are found in contexts where team teachers are equal in status and able to demonstrate parity with each other (Cook & Friend, 2007). Yet there are numerous contexts where co‐teachers a priori do not hold equal status, as in most assistant‐style teams, such as the JET Program in Japan, EPIK in Korea, and PNET in Hong Kong (Carless, , ; Gorsuch, ; Tajino & Tajino, ; Walker, ), or some language assistant programmes in countries like Australia (Arkoudis, ), the UK (Creese, , ), Spain (Hibler, ; Méndez García & Pavón Vázquez, ), or Slovenia (Alderson et al, ) where the Supportive team teaching style described by Maroney () seems to predominate. In Maroney's model, the Main Teachers (MTs) usually lead the class and are responsible for most planning and subject teaching, while the Language Assistants (LAs) work alongside MTs and prepare and deliver additional activities or act as language informants (i.e., language sampler, especially concerning pronunciation).…”

Section: Team Teaching: Definition Styles and Specifities Of Clil Cmentioning

confidence: 99%

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‘Zip your lips’ or ‘Keep quiet’: Main teachers' and language assistants' classroom discourse in CLIL settings

Dafouz

Hibler

2013

The Modern Language Journal

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Each year more than 800 native English‐speaking language assistants are brought into Madrid's bilingual/Content and Language Integrated Learning (CLIL) primary schools to assist local teachers and promote students' foreign language and intercultural competence. In spite of these high numbers and the cost to the bilingual programme, no specific guidelines are provided by the bilingual programme administrators regarding how the assistants should collaborate with the local teachers in the classroom. This article sets out to describe how these two different groups of educators interact in the classroom, how they distribute their corresponding teaching roles, and how these roles are articulated linguistically. Drawing on three broad strands of literature, namely (a) Systemic Functional Linguistics and the distinction between instructional and regulative classroom registers, (b) Discourse Analysis and classroom discourse functions, and (c) Second Language Acquisition and interactional strategies, this study analyses team teaching situations and provides a description of the discursive practices enacted. The data suggest qualitative differences in the type of discourse produced by both sets of participants while interpretations are offered in the light of native and nonnative speaker status, novice and expert teacher profiles, and possible intercultural differences. In closing we briefly discuss some of the implications for team teaching practice in bilingual/CLIL programmes across contexts.

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Section: Discussionmentioning

confidence: 99%

“…Maroney () summarised the predominant manifestations of TT practice in the taxonomy displayed in Table .…”

Section: Team Teaching: Definition Styles and Specifities Of Clil Cmentioning

confidence: 99%

Section: Team Teaching: Definition Styles and Specifities Of Clil Cmentioning

confidence: 99%

Section: Team Teaching: Definition Styles and Specifities Of Clil Cmentioning

confidence: 99%

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‘Zip your lips’ or ‘Keep quiet’: Main teachers' and language assistants' classroom discourse in CLIL settings

Dafouz

Hibler

2013

The Modern Language Journal

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Mentoring and Coaching Rural School Leaders: What Do They Need?

Duncan

Stock

2010

Mentoring & Tutoring: Partnership in Learning

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Assessment of Professional Development Systems: Improving Rural Special Education Services

Rude

Brewer

2003

Rural Special Education Quarterly

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The ability to measure the results of professional development programs and activities remains an elusive goal for most educators in rural settings. While students in classrooms continue to face extensive assessment requirements related to the attainment of educational content outcomes, there has been little effort to assess the impact of professional development designed to enhance the effectiveness of educational professionals who carry the major responsibility for the facilitation of learning outcomes for all learners. These issues sometimes become more difficult to address in rural schools if there are limited resources and support services. To realize the benefits of effective professional development, assessment approaches that link the effectiveness of such efforts to increasing student achievement are described. In this article, the prevailing approaches to professional development in rural schools are identified with evidence about best practices also provided.

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What's Good?

Cited by 4 publications

References 1 publication

‘Zip your lips’ or ‘Keep quiet’: Main teachers' and language assistants' classroom discourse in CLIL settings

‘Zip your lips’ or ‘Keep quiet’: Main teachers' and language assistants' classroom discourse in CLIL settings

Mentoring and Coaching Rural School Leaders: What Do They Need?

Assessment of Professional Development Systems: Improving Rural Special Education Services

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