› › Teachers Perceptions Views And Practices Of Providing Feedback For English Learners In Kindergarten Through Second Grade During Reading Instruction

Teachers' Perceptions, Views, and Practices of Providing Feedback for English Learners in Kindergarten Through Second Grade During Reading Instruction

Author : Michelle Cerbone

Publisher :

Page : 0 pages

File Size : 49,20 MB

Release : 2022

Category :

ISBN :

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Book Description

The purpose of this qualitative study is to explore the perceptions and practices of teachers providing effective feedback for early elementary-aged English Learners during reading instruction. The participants in this study were 9 elementary teachers who had English Learners in their class during reading instruction, from suburban school districts in the northeastern region of the United States. Guided by Vygotsky's sociocultural theory (1978), in which learning occurs by interactions between teachers and students, the teacher mediates learning through social interactions with the use of learners' Zone of Proximal Development (Lantolf & Thorne, 2006; Lantolf & Beckett, 2009). This study is led by three research questions regarding teachers' practices of providing feedback toward English Learners during reading instruction, an investigation of the perceptions of teachers when they provide feedback specifically toward English Learners, as well as factors that influence their feedback practices. Two methods of data collection were used in this study. Semi-structured in-depth interviews were used to investigate elementary teachers' perceptions and current practices of effective feedback toward English Learners. Additionally, a focus group interview was completed to investigate how the perceptions of teachers may influence their feedback practices as well as factors that influence their feedback in past, present, and future reading lessons. Both methods of data collection were then transcribed, coded, analyzed, and underwent triangulation to ensure consistency of the data. This qualitative study provided an understanding to fill in the gap in the literature to examine elementary teachers' perceptions and practices of providing feedback to early elementary-aged English Learners in terms of what teachers view as effective for ELs in order to promote progress in reading skills. Furthermore, the findings from this qualitative study will assist administrators, curriculum developers, advocates for English Learners, as well as district leaders to find improved forms of professional development regarding the implementation of effective feedback for elementary-aged ELs. Lastly, administrators can provide effective professional development for teachers to better support ELs in reading as well as raise awareness for the need of updated professional development opportunities in the topic of providing feedback for ELs during reading instruction.



Investigating Cycle Two English Language Teachers' Perceptions about Reading Strategies and Limitation Factors Hindering the Use of Strategies

Author : Muna Salem Abdulla Saleh

Publisher :

Page : 146 pages

File Size : 17,49 MB

Release : 2016

Category : Elementary school teachers

ISBN :

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Book Description

This study investigated the perceptions of the English teachers concerning their use of various reading strategies and identified the possible factors that limit them in applying the concerned strategies in the UAE Cycle 2 Grades (6-9). The study focused also on obtaining any significant conflict that may be appreciable between English non-native teachers (i.e., Arab) and English native teachers view with respect to their usage of reading strategies. The participants were drawn from Cycle 2 EFL English teachers (n=211). Two questionnaires were incorporated in collecting the required data; the first questionnaire aimed at gleaning the perceptions of the English teachers regarding their usage of reading strategies. The second questionnaire is concerned with screening the potential elements that may hinder them from applying these strategies. The Collected data analyzed quantitatively using a t-test to carry out a comparison between the perceptions expressed by English Non Native teachers and English Native teachers. The answers from the first questionnaire revealed that the responses of all English teachers concerning the role of various reading strategies were found to be a mean of (M =4.08), which considered a high mean score in this regards. The results of the second questionnaire revealed that the responses of the English teachers concerning the possible factors limiting the use of some of the reading strategies were found to be a mean of (M=3.94), which considered a significant mean score. However the differences in using various reading strategies among the native and non-native English teachers were found to be six reading strategies; Non Native teacher preferred to set a purpose before reading and ask students to read silently and respond to questions, whereas Native teachers preferred to teach new vocabulary before reading, encourage students to use dictionaries during reading, rephrase difficult sentences or concepts found in the text, and ask students to write reflections about the text. Nevertheless, there were five significant limitations facing both English teaching groups, namely, lack of reading habit, student English language proficiency, large class size, student Misbehavior and L1 interference.







Teaching Reading & Comprehension to English Learners, K5

Author : Margarita Calderón

Publisher : Solution Tree Press

Page : 240 pages

File Size : 48,79 MB

Release : 2011-11-01

Category : Education

ISBN : 1935543903

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Book Description

As more English learners enroll in school each year, teachers and administrators are concerned with the large gap in reading and academic standing between ELs and students performing at grade level. This book addresses the language, literacy, and content instructional needs of ELs and frames quality instruction within effective schooling structures and the implementation of RTI.



English as a Second Language Teachers' Perceptions and Use of Classroom-based Reading Assessment

Author : Yueming Jia

Publisher :

Page : pages

File Size : 10,18 MB

Release : 2006

Category :

ISBN :

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Book Description

The purpose of this study was to explore ESL teachers' perceptions and use of classroom-based reading assessments. The research questions underpinning this study were: 1) What types of classroom-based reading assessments are used in ESL classrooms and how are they used? 2) What are ESL teachers' perceptions regarding the function and effectiveness of classroom-based reading assessments? 3) What and how do external factors influence ESL teachers' use of classroom-based reading assessments? 4) What and how do internal factors influence ESL teachers' use of classroom-based reading assessments? The participants of this study were six middle school ESL teachers and seven elementary school ESL teachers. Data consisted of interviews with the participating ESL teachers, classroom observations, and assessment materials. The finding of this study indicated that there were three kinds of classroom based reading assessments commonly used by ESL teachers in the classrooms: tests, observation, and using writing to assess reading. These classroom-based reading assessments served ESL teachers in two ways: helping teachers make decisions about individual students and helping teachers make decisions about instruction. In addition, classroom-based reading assessments were viewed as effective instructional instruments. ESL teachers highly valued classroom-based reading assessments, considered them accurate and valuable, and thought these assessments could provide great help to the daily teaching of reading. Students, statewide mandated standardized tests, and districts were three major forces that influenced this assessment process. Four conclusions can be drawn from this study. First, classroom-based reading assessments played a central role in ESL teachers' teaching and assessing of reading. Second, ESL teachers highly valued classroom-based reading assessments, considering them valuable, accurate, and efficient. Compared to statewide mandated standardized testing, ESL teachers preferred classroom-based reading assessments. Third, ESL teachers' use of classroom-based reading assessments was largely under the control of districts or school authorities and there were many disagreements on the ways of assessing reading of ESL students between teachers and the districts or schools. Finally, statewide mandated standardized testing had distorted ESL teachers' use of classroom-based reading assessments in practice.





Teaching Reading to English Language Learners

Author : Kristin Lems

Publisher : Guilford Press

Page : 273 pages

File Size : 24,77 MB

Release : 2009-11-20

Category : Language Arts & Disciplines

ISBN : 1606234706

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Book Description

Written specifically for K–12 educators, this accessible book explains the processes involved in second-language acquisition and provides a wealth of practical strategies for helping English language learners (ELLs) succeed at reading. The authors integrate knowledge from two fields that often remain disconnected—linguistics and literacy—with a focus on what works in the classroom. Teachers learn effective practices for supporting students as they build core competencies not just for reading in English, but also for listening, speaking, and writing. Engaging vignettes and examples illustrate ways to promote ELLs’ communicative skills across the content areas and in formal and informal settings.





Kindergarten English Teachers' Perceptions of Teaching Listening Strategies, Assessment Strategies and the Obstacles They Face

Author : Ghada Yahya Kilani

Publisher :

Page : 122 pages

File Size : 17,21 MB

Release : 2016

Category : Curriculum planning

ISBN :

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Book Description

Education in the United Arab Emirates (UAE) has received great interest withrespect to the best practices of twenty first century teaching and learning. The aim has been to adapt worldwide used methods in education. As a result Abu Dhabi Educational Council (ADEC) attracted English native speakers of language to support ADEC's vision. The focus of this thesis is ADEC kindergarten English teachers' perceptions of teaching listening strategies used to help English as foreign language (EFL) learners in practicing listening activities. The main purpose is to identify the tools and approaches involved in delivering these strategies and the forms of assessment in children's listening comprehension, along with determining possible challenges and obstacles facing kindergarten teachers while applying these strategies in their classrooms. A structured questionnaire was used as an instrument in collecting the required data from a target sample of participants. The questions of the survey were proposed and grouped in line with the research questions and the objectives of this study for investigating the types of listening strategies in use and possible factors limiting the applications of these strategies. The collected questionnaire was (Q=198) KG English teachers in Al-Ain Educational Zone. The results generated revealed that the best strategies commonly used by kindergarten teachers in listening were incorporated songs and clapping as attention-getting signals, in addition to performing body movements as a reaction to simple instructions that were given by the teacher. Commonly used assessments by teachers were mainly observations of children to check their listening comprehension and their level of following instructions and answering questions related to a listening activity. Finally, the results demonstrated that those kindergarten students who had not previously been exposed to English communication experience (hearing, listening, speaking, etc.) during pre-kindergarten schooling faced difficulties in listening activities and that a lack of parents support and not having a teaching assistant to help with the cultural gap between the English native teachers and their kindergarten students were also significant.