Teaching English Language Learners in Career and Technical Education Programs

Hernandez-Gantes, Victor M.; Blank, William E.

doi:10.4324/9780203894392

Cited by 9 publications

(6 citation statements)

References 43 publications

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“…Based on this body of literature, Felder et al (2000) suggested the use of instructional activities featuring relevant examples grounded in real-world problem situations. Instructional settings could enable students to connect the content they are learning to real-world situations in which that content could be used (i.e., applications) (Hernandez-Gantes and Blank 2009). This is consistent with constructivist approaches.…”

Section: Pedagogies Informing the Design Of The Exercisessupporting

confidence: 56%

Game—Constructivist Exercises to Enhance Teaching of Probability and Statistics for Engineers

Reeves

Hernandez-Gantes

Centeno

et al. 2021

INFORMS Transactions on Education

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A challenge in engineering education is the dominance of passive instructional methods such as lectures and memorization of facts. Constructivist teaching strategies, in contrast, increase students’ engagement, link what students learn to meaningful contexts, and potentially help students to better organize and transfer knowledge. In this paper, we present 12 exercises developed to aid in the incorporation of constructivist instructional approaches into an introductory probability and statistics engineering course. The objective of this paper is to disseminate the exercises for broader use and report on the experiences of using these exercises for the past 10 years.

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Section: Pedagogies Informing the Design Of The Exercisessupporting

confidence: 56%

Game—Constructivist Exercises to Enhance Teaching of Probability and Statistics for Engineers

Reeves

Hernandez-Gantes

Centeno

et al. 2021

INFORMS Transactions on Education

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show abstract

“…This same aspect may also be a hindrance for VE in vocational education, especially given the on-going debate regarding the required teaching competence for vocational education (Cedefop, 2017). On the whole, language teaching in vocational education tends to focus on teaching languages for specific purposes, usually with the accent on job-related language skills and quite ‘traditionally-focused’ classes (Hernández-Gantes & Blank, 2009; Poedjiastutie & Oliver, 2017), with little emphasis on actual use of the target language (Mahbub, 2019). There does not tend to be much institutional cooperation between content vocational teachers and language teachers (Isaksen, 2018), and modest institutional support for innovation.…”

Section: Research Findings That Have Not Been Well Applied or Are Und...mentioning

confidence: 99%

Research into practice: Virtual exchange in language teaching and learning

Dooly

Vinagre

2021

Lang. Teach.

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In this article, the authors reflect on the ways research on Virtual Exchange (VE) has had an impact on language education practices and, conversely, areas in which research has been underexplored, misapplied or perhaps even over applied by VE practitioners in formal education settings. Starting from a brief historical overview of VE, the text first outlines the features widely accepted as key aspects of this pedagogical approach before considering to what extent research results can be identified in VE implementation. Principal topics covered are the main aims regarding language development when VE is applied, assessment of language development through VE and VE and intercultural competence. While the article is not intended as a comprehensive review, it provides insight into the main foci of VE research and how these findings are reaching the language classroom (primary, secondary and university).

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“…Over time, vocational education became separate from academic instruction in schools until recently when the Perkins Act evolved to complement work-based learning. Continued amendments to the Perkins Act as situated within neoliberal reforms of education are inclusive of different populations, academic integration, and accountability for student performance (Hernández-Gantes & Blank, 2008;Scott & Sarkees-Wircenski, 2004). Today, CTE is put forth as supporting the educational needs of students and complementing the needs of the economy.…”

Section: Cte Vocation and Human Potentialmentioning

confidence: 99%

Extending Learning Opportunities: Youth Research in CTE and the Limits of a Theory of Change

Jocson

Martínez

2020

Equity & Excellence in Education

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In career and technical education (CTE), the vocational-academic divide continues to influence practices and policies that shape students' experiences. Drawing on a qualitative study and retrospective analysis, we argue that hands-on learning with critical praxis is important for engaging students in CTE. A theory of change, focused on the human potential of students in the process of becoming, offers possibilities for extending learning opportunities. For educators, enacting a theory of change in any learning environment is difficult and, at times, still not enough. In this article, the authors reflect on their experiences working with students interested in multimedia production who engaged in youth participatory action research at one particular CTE high school.

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Teaching English Language Learners in Career and Technical Education Programs

Cited by 9 publications

References 43 publications

Game—Constructivist Exercises to Enhance Teaching of Probability and Statistics for Engineers

Game—Constructivist Exercises to Enhance Teaching of Probability and Statistics for Engineers

Research into practice: Virtual exchange in language teaching and learning

Extending Learning Opportunities: Youth Research in CTE and the Limits of a Theory of Change

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