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ERIC Number: EJ935355
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: ISSN-0005-3503
Context, Content, and Teacher Education: Six Language Teachers in a New Zealand Primary School Setting Discuss Their Language Teaching Identity
Daly, Nicola
Babel, v45 n2-3 p51-58 2011
Researchers have identified the importance of understanding language teacher identity in order to understand more about language teacher education (Johnson, Pawan, & Mahan-Taylor, 2005; Varghese, Morgan, Johnston, & Johnson, 2005). This paper reports on themes from semistructured interviews conducted individually with six inservice teachers of additional languages (Years 7 and 8) in a New Zealand upper primary setting. The focus of these interviews was to explore these teachers' understanding of what it means to be a language teacher in New Zealand primary settings, a relatively new context for additional language teaching which has recently been enhanced by the addition of a Learning Languages learning area in the New Zealand curriculum (Ministry of Education, 2007). Themes from these interviews are discussed in terms of three areas: creating a context for student language learning, the content of language teaching, and language teacher education. Findings are discussed in light of existing literature from Australian, American, and European contexts, and novel findings are highlighted. (Contains 1 table.)
Australian Federation of Modern Language Teachers Associations. Faculty of Education and Social Work, University of Sydney, NSW 2006, Australia. Tel: +61-29351-2022; e-mail: president@afmlta.asn.au; e-mail: editor@afmlta.asn.au; Web site: http://www.afmlta.asn.au
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand