ERIC Number: ED363121
Record Type: RIE
Publication Date: 1993-Apr-15
Reference Count: 0
ESL Teacher Educators and Teachers: Insights from Classroom Teachers with Language-Minority Students.
A study explored the beliefs, self-reported practices, and professional development needs of three classroom teachers (grades 4, 5, and 10) with language-minority students. A case history of each teacher was developed from interviews, classroom observations, and entries from teacher journals. Analysis revealed that (1) the teachers' beliefs about language-minority students and their programs may be based on hearsay and misinformation; (2) the teachers do not vary their planning for this population, but frequently vary lesson implementation; (3) selection of instructional practices may be based on naive notions of language proficiency and the demands of the mainstream classroom; and (4) the teachers draw on intuitive wisdom because of lack of preservice education or staff development regarding language-minority students. Based on these findings, it is recommended that: preservice teacher education curricula be designed in a way that integrates the social, political, and cultural realities of a multicultural student population; staff development be specific to the local context; teachers collaborate with other teachers, parents, and administrators about the education of language-minority students; and more research be conducted on teacher beliefs and behavior, innovative preservice teacher education, and inservice staff development models regarding language-minority issues. (MSE)
Descriptors: Case Studies, Classroom Techniques, Cultural Pluralism, Educational Needs, Elementary School Students, Elementary Secondary Education, English (Second Language), Grade 10, Grade 4, Grade 5, Inservice Teacher Education, Language Teachers, Limited English Speaking, Preservice Teacher Education, Research Needs, Second Language Instruction, Secondary School Students, Teacher Attitudes, Teacher Education Curriculum, Teacher Role, Teaching Styles
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Identifiers: Language Minorities
Note: Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages (27th, Atlanta, GA, April 13-17, 1993).