Perceptions and Knowledge of Literacy Constructs by Elementary School Teachers of ELLs

Barr, Sheldon; Eslami, Zohreh R.; Joshi, R. Malatesha; Slattery, G. Patrick; Hammer, Janet

doi:10.1080/00131725.2015.1102364

Cited by 5 publications

(3 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, research on how to teach young learners English effectively remains scarce compared to other fields [35]. Research has addressed particular components of primary teachers' knowledge and skills [24,[36][37][38], primary teacher's pedagogy [18], and teachers' pedagogical knowledge in concurrence with their beliefs and language policy implementation [39]. Recent scholarly attention has been drawn to the context of multi-ethnic and multi-cultural Northern Vietnam [4,40,41]; however, there remain limited research studies on primary English teacher education in complex multicultural settings in Vietnam in terms of number and scope.…”

Section: Primary English Education Policy In Disadvantaged Areas: a G...mentioning

confidence: 99%

Primary English Language Education Policy in Vietnam’s Disadvantaged Areas: Implementation Barriers

Tra

Sellars

2022

Education Sciences

View full text Add to dashboard Cite

In the context of English as a global language, compulsory English language education at the primary level has become an inevitable trend in many non-English-speaking countries, including Vietnam. However, there have been concerns regarding how English language policy is realised across contextual settings, especially in rural and remote areas of Vietnam. Based on language-in-education goals, this article investigates English language policy implementation in Vietnam’s rural and remote areas from the perspective of primary English teachers from 2008 onwards. The present paper employs a desk review of existing literature, policy analysis, and semi-structured interviews. Data collected from multiple sources show the inequality of access to English language learning in the rural localities. The findings also indicate a significant gap between the current English language policy goals and implementation in the rural primary sector regarding slow execution, curriculum variations, limited teaching resources, inappropriate pedagogy, and assessment. These problems have been accelerated due to a shortage of teachers as well as inconsistency and limitations related to pre-service teacher training programs and recruitment. Identifying significant challenges of English language policy implementation in the Northwest of Vietnam helps shed light on primary English education in remote and marginalised regions. Therefore, the recommendations target policy makers, teacher educators, and stakeholders to assist primary English teachers in rural areas to improve and advance the success of primary English education in Vietnam’s remote areas and beyond the specific context to which it refers.

show abstract

Section: Primary English Education Policy In Disadvantaged Areas: a G...mentioning

confidence: 99%

Primary English Language Education Policy in Vietnam’s Disadvantaged Areas: Implementation Barriers

Tra

Sellars

2022

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Department of Education, 2015). In addition, many teachers of ELs lack knowledge of specific skills necessary to teach reading (Lesaux, 2006) and show gaps between their perceived and actual knowledge of fundamental literacy skills (Barr, Eslami, Joshi, Slattery, & Hammer, 2016).…”

Section: Teacher Knowledge and School Factorsmentioning

confidence: 99%

“…Few ELs in the United States are served by dual-language programs, and more than one third of the nation's schools do not have specialized supports for ELs (National Center for Education Statistics [NCES], 2012; U.S. Department of Education, 2015). In addition, many teachers of ELs lack knowledge of specific skills necessary to teach reading (Lesaux, 2006) and show gaps between their perceived and actual knowledge of fundamental literacy skills (Barr, Eslami, Joshi, Slattery, & Hammer, 2016).…”

Section: Teacher Knowledge School Factors and Elsmentioning

confidence: 99%

Reading Difficulties in Young Children

Clemens

Ragan

Widales-Benitez

2016

Policy Insights from the Behavioral and Brain Sciences

View full text Add to dashboard Cite

Despite decades of research on reading development and instructional practices that promote reading proficiency, millions of children in the United States still fail to acquire adequate reading skills. This article discusses factors that influence children’s difficulties in reading acquisition, but which have received less attention, relative to basic early literacy skills. Specifically, vocabulary knowledge, behavioral regulation, teacher knowledge and school factors, and individualized instruction predict whether children develop proficient reading skills. Particularly, they explain the reading difficulties of demographic groups that have historically experienced the lowest reading achievement: children living in poverty and English learners. The article offers recommendations and implications for policy.

show abstract

Structured Word Inquiry: A Critical Literacy Framework for Educators

Hastings

Trexler

2021

Interchange

View full text Add to dashboard Cite

Perceptions and Knowledge of Literacy Constructs by Elementary School Teachers of ELLs

Cited by 5 publications

References 22 publications

Primary English Language Education Policy in Vietnam’s Disadvantaged Areas: Implementation Barriers

Primary English Language Education Policy in Vietnam’s Disadvantaged Areas: Implementation Barriers

Reading Difficulties in Young Children

Structured Word Inquiry: A Critical Literacy Framework for Educators

Contact Info

Product

Resources

About