Modeling Collaboration for ESL Teacher Candidates

DelliCarpini, Margo

doi:10.1080/1547688x.2014.898486

Cited by 14 publications

(6 citation statements)

References 5 publications

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“…Despite some findings which indicate that the partnership of ESL/EFL and mainstream teachers may reduce their workload (e.g., DelliCarpini, ), others point out time as one important problem teachers face while coteaching (Davison, ; DelliCarpini, ; Hoffman & Dahlman, ; McClure & Cahnmann‐Taylor, ). Similarly, one major issue (and we deliberately avoid terms such as disadvantage here) in the current research was the sizable extra amount of time and labor required for the course design and implementation, especially with the interactive type of partnership we adopted whereby we both attended to every aspect of the course and there was no division of labor.…”

Section: Resultsmentioning

confidence: 99%

“…In this study, both instructors were equally responsible for the planning, instruction, and assessment of the learners, whereas in many contexts one of the teachers, often the ESL/EFL teacher, is marginalized. For effective collaboration to happen, both teachers “must share equal footing” (DelliCarpini, , p. 133). Moreover, they should welcome constructive comments (DelliCarpini, ) and possess the courage to “expose personal practices to scrutiny of others” (Brancard & Quinnwilliams, , p. 339).…”

Section: Discussionmentioning

confidence: 99%

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Collaborative Teaching: How Does It Work in a Graduate TEFL Class?

Khabiri

Marashi

2015

TESOL Journal

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Collaborative teaching is a dynamic process in which educators are continuously engaged in restrategizing to fit their curricular goal. This article aims to describe how the use of collaborative teaching in a course on proposal writing benefited a group of graduate students studying teaching English as a foreign language. Throughout the study, two educators jointly planned the course and provided guidelines to the participants on how to choose a topic for research, develop it into a well-structured written proposal, present it to class, negotiate it with their classmates, and provide feedback to each other's presentations. They also collaboratively provided the students with critical feedback on each step of the above activities. Moreover, the assessment of the course was designed and implemented collaboratively, including assessment of the students' two oral presentations of their proposals, their final written proposals, and the survey of their opinion through a questionnaire. The results indicated the participants' improvement in terms of writing their proposals as compared to each of their oral presentations, their acknowledgment of collaborative teaching, and its impact on increasing their motivation as well as tendency for both collaborative and competitive learning.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Collaborative Teaching: How Does It Work in a Graduate TEFL Class?

Khabiri

Marashi

2015

TESOL Journal

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“…Postvalidation, the ATP software was used in this study, and the ATP software was used to convert audio files to text and from text to phonetic transcriptions. "STT (speech-to-text) programs can be used instead of human listeners to evaluate the quality of pronunciation by comparing against a standard accent and pronunciation" [33]. In the current research speech recognition, a Chrome web-based and Web Speech application programming interface was adopted [34] which enabled the speech input and text output.…”

Section: Audio-text-phonetic (Atp) Transcription Softwarementioning

confidence: 99%

Effect of Phonological and Phonetic Interventions on Proficiency in English Pronunciation and Oral Reading

Prahaladaiah,

Andrew Thomas

2024

Education Research International

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The current research aimed to know the effect of phonological and phonetic interventions in enhancing proficiency in English pronunciation and oral reading among teacher trainees. This study was of single-group pretest and posttest intervention designs. The sample size was selected through a stratified random sampling technique from teacher training colleges in Bengaluru. Two hundred and seven teacher trainees with L1 proficiency were chosen proportionately from Bangalore strata and orientated. Participants (N = 32) enrolled voluntarily in the intervention program for 20 hr. Intervention modules on phonology and phonetics were developed by the researcher and a segmental approach was adopted to teach modules in 20 sessions. After every session, the participants were allowed to record the modules in Audacity, a multiaudio recorder application. The recorded modules were interpreted, and scores were determined on number of intelligible words pronounced by the participants. Further, it was validated by the experts to authenticate the determined scores. The researcher applied oscillographic and observation methods to analyze the participants’ progress in pronunciation and oral reading proficiency levels during the experiment. The Wilcoxon signed-rank test was used to test the impact of intervention between the pretest and posttest (before and after intervention). The hypotheses testing revealed the difference between preintervention and postintervention scores in phonological and phonetic awareness and oral reading among teacher trainees, and the sig. value is less than 0.05 across all the attributes. This study insists that English phonology and phonetics must be a crucial part of the English language teaching (ELT) curriculum and highlights that teachers must be able to spot the most appropriate pronunciation teaching and train the students of English as a foreign language (EFL) with intricates of intelligible pronunciation. This study navigates the need for language proficiency among teacher trainees, especially in English pronunciation and oral reading, and substantiates the evidence that effective intervention and teachers’ knowledge of pronunciation enhance proficiency levels in pronunciation and oral reading among teacher trainees. Finally, it hopes that B.Ed colleges and teacher educators will be beckoned to use technology-integrated intervention to teach phonology and phonetics.

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“…Teacher collaboration is defi ned as communication between educators with the scope of enhancing student success and can range from informal to structured and deliberate (DelliCarpini, 2014). OME documents recommend collaboration between educators working with ELLs, "ESL/ELD and Special Education teachers need to work collaboratively to design an appropriate program for English language learners" (OME, 2008b, p. 19).…”

Section: Collaboration Between Esl Teachers and Classroom Teachersmentioning

confidence: 99%

Collaboration to Support ESL Education: Complexities of the Integrated Model

Vintan¹,

Gallagher²

2019

TESL Canada

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The purpose of this study was to explore current practices of collaboration between English as a second language (ESL) and elementary classroom teachers and provide evidence-based recommendations on how to enhance collaborative professional relationships that support the instruction of English Language Learners (ELLs). A qualitative research methodology was employed to explore current practices as well as educational resources used by four ESL teachers as they worked to foster collaborative relationships with classroom teachers. Data collection methods included (a) interviews with ESL teachers reflecting on their beliefs and practices, (b) structured observations of ESL and elementary teachers in classrooms, and (c) analysis of professional planning artifacts (e.g., daybook plans, lesson plans, professional readings, and instructional resources) to document participants’ practices in ESL education. Findings revealed that ESL teachers negotiated collaboration based on a desire to work together and a belief that a cohesive educator team is important in ESL education, however, these ESL teachers encountered barriers such as a lack of training, technology, and tools to facilitate collaboration and limited time to do so. This resulted in limited and informal, surface-level collaboration. Implications of the findings relating to best collaborative practices are discussed. Le but de cette étude était d’explorer les pratiques de collaboration actuelles entre les professeurs d’anglais langue seconde (ESL) et les enseignantes et enseignants au primaire et de fournir des recommandations concernant la façon d’améliorer les relations de collaboration professionnelle en soutien de l’enseignement aux apprenantes et apprenants de la langue anglaise (ELLs). Une méthodologie de recherche qualitative a été employée pour explorer les pratiques actuelles et les ressources didactiques utilisées par quatre professeurs d’anglais langue seconde (ESL) dans un effort pour encourager les relations de collaboration avec des professeurs de classe. Les méthodes de collecte de données ont notamment été (a) des entrevues avec des professeurs d’anglais langue seconde exprimant leurs croyances et décrivant leurs pratiques, (b) des observations structurées de professeurs d’anglais langue seconde et d’enseignantes en enseignants au primaire en classe et (c) l’analyse d’objets de planification professionnelle (par ex. journaux, plans de cours, ouvrages professionnels et matériel didactique) afin de documenter les pratiques des participants en matière d’enseignement de l’anglais langue seconde. Les conclusions ont révélé que les professeurs d’anglais langue seconde négociaient la collaboration en fonction d’une volonté de travailler ensemble et d’une croyance voulant qu’une équipe pédagogique unie soit importante pour l’enseignement de l’anglais langue seconde, mais en se heurtant toutefois à des obstacles tels que le manque de formation, de technologie et d’outils pour faciliter la collaboration ainsi que le peu de temps disponible pour y arriver. Le tout a produit une collaboration limitée, informelle et superficielle. Les implications des constatations relatives aux meilleures pratiques de collaboration font l’objet d’une discussion.

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Modeling Collaboration for ESL Teacher Candidates

Cited by 14 publications

References 5 publications

Collaborative Teaching: How Does It Work in a Graduate TEFL Class?

Collaborative Teaching: How Does It Work in a Graduate TEFL Class?

Effect of Phonological and Phonetic Interventions on Proficiency in English Pronunciation and Oral Reading

Collaboration to Support ESL Education: Complexities of the Integrated Model

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