Early language learning and teacher education : international research and practice

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Early language learning and teacher education : international research and practice

edited by Subhan Zein and Sue Garton

(Early language learning in school contexts, 3)

Multilingual Matters, c2019

  • : pbk
  • : hbk

Available at  / 10 libraries

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Includes bibliographical references and index

Description and Table of Contents

Volume

: pbk ISBN 9781788922647

Description

Language teacher education is widely identified as one of the most important areas that needs addressing in order to improve early language instruction, yet research into teacher education for early language teachers remains relatively sparse. This volume responds to this gap by compiling studies with diverse methodological tenets from a wide range of geographical and educational contexts around the world. The volume aims to enhance understanding of early language teacher education as well as to address the need to prepare early language teachers and assist them in their professional development. The chapters focus on the complexity of teacher learning, innovations in mentoring and teacher supervision, strategies in programme development and perceptions, and knowledge and assessment in early language learning teacher education. The volume offers comprehensive coverage of the field by addressing various aspects of teacher education in different languages. The contributions highlight examples of research into current practice in the professional enhancement of early language learning teachers, but with an emphasis on the implications for practitioners.

Table of Contents

Chapter 1. Subhan Zein: Introduction to Early Language Learning and Teacher Education: International Research and Practice Chapter 2. Yuko Goto Butler: How Teachers of Young Learners of English are Educated in East and Southeast Asia: Research-Based Lessons PART ONE: THE COMPLEXITY OF TEACHER LEARNING Chapter 3. Le Van Canh: Unpacking the Complexities of Learning to Teach English to Young Learners: A Narrative Inquiry Chapter 4. Subhan Zein: Imagining One's Self as a Child and Speech Modification: Implications for Teacher Education Chapter 5. Yuefeng Zhang: Learning to Teach: Pre-service English Language Teachers' Experience of Learning Study in Hong Kong Chapter 6. Gee Macrory: New Orthographies in the Primary Languages Classroom: A Challenge for Teacher Education PART TWO: INNOVATIONS IN MENTORING AND SUPERVISION Chapter 7. Chiou-Hui Chou: Prospective EYL Teachers and Teacher Education: A Study of Teacher Supervision Chapter 8. Yasemin Kirkgoez: Mentoring Young Learner English Teachers Working on Collaborative Action Research: Implications for Professional Development Programs Chapter 9. Nettie Boivin: Collaboration, Construction, Reflection: 21st Century EYL Teacher Professional Development PART THREE: STRATEGIES IN PROGRAMME DEVELOPMENT Chapter 10. Valentina Carbonara: Teaching Italian Language in Bilingual Kindergarten: A Framework for Teacher Training Chapter 11. Junko Matsuzaki Carreira and Tomoko Shigyo: Developing and Evaluating a Syllabus for Pre-service Teacher Education for Japanese Primary English Teachers: Introducing Cross-Curricular Projects PART FOUR: PERCEPTIONS, KNOWLEDGE AND ASSESSMENT Chapter 12. Larissa Jenkins, Elisabeth Duursma and Catherine Neilsen-Hewett: Perceptions and Knowledge of Bilingualism and Bilingual Children among Early Childhood Educators in Australia: Implications for Teacher Education Chapter 13. Katherine M. Griffin, Alison L. Bailey and Rashmita S. Mistry: What Educators of Young Dual Language Immersion Students Learn from a Bilingual Approach to Assessment CONCLUSION Chapter 14. Sue Garton: Early Language Learning Teacher Education: Present and Future
Volume

: hbk ISBN 9781788922654

Description

Language teacher education is widely identified as one of the most important areas that needs addressing in order to improve early language instruction, yet research into teacher education for early language teachers remains relatively sparse. This volume responds to this gap by compiling studies with diverse methodological tenets from a wide range of geographical and educational contexts around the world. The volume aims to enhance understanding of early language teacher education as well as to address the need to prepare early language teachers and assist them in their professional development. The chapters focus on the complexity of teacher learning, innovations in mentoring and teacher supervision, strategies in programme development and perceptions, and knowledge and assessment in early language learning teacher education. The volume offers comprehensive coverage of the field by addressing various aspects of teacher education in different languages. The contributions highlight examples of research into current practice in the professional enhancement of early language learning teachers, but with an emphasis on the implications for practitioners.

Table of Contents

Chapter 1. Subhan Zein: Introduction to Early Language Learning and Teacher Education: International Research and Practice Chapter 2. Yuko Goto Butler: How Teachers of Young Learners of English are Educated in East and Southeast Asia: Research-Based Lessons PART ONE: THE COMPLEXITY OF TEACHER LEARNING Chapter 3. Le Van Canh: Unpacking the Complexities of Learning to Teach English to Young Learners: A Narrative Inquiry Chapter 4. Subhan Zein: Imagining One’s Self as a Child and Speech Modification: Implications for Teacher Education Chapter 5. Yuefeng Zhang: Learning to Teach: Pre-service English Language Teachers’ Experience of Learning Study in Hong Kong Chapter 6. Gee Macrory: New Orthographies in the Primary Languages Classroom: A Challenge for Teacher Education PART TWO: INNOVATIONS IN MENTORING AND SUPERVISION Chapter 7. Chiou-Hui Chou: Prospective EYL Teachers and Teacher Education: A Study of Teacher Supervision Chapter 8. Yasemin Kirkgöz: Mentoring Young Learner English Teachers Working on Collaborative Action Research: Implications for Professional Development Programs Chapter 9. Nettie Boivin: Collaboration, Construction, Reflection: 21st Century EYL Teacher Professional Development PART THREE: STRATEGIES IN PROGRAMME DEVELOPMENT Chapter 10. Valentina Carbonara: Teaching Italian Language in Bilingual Kindergarten: A Framework for Teacher Training Chapter 11. Junko Matsuzaki Carreira and Tomoko Shigyo: Developing and Evaluating a Syllabus for Pre-service Teacher Education for Japanese Primary English Teachers: Introducing Cross-Curricular Projects PART FOUR: PERCEPTIONS, KNOWLEDGE AND ASSESSMENT Chapter 12. Larissa Jenkins, Elisabeth Duursma and Catherine Neilsen-Hewett: Perceptions and Knowledge of Bilingualism and Bilingual Children among Early Childhood Educators in Australia: Implications for Teacher Education Chapter 13. Katherine M. Griffin, Alison L. Bailey and Rashmita S. Mistry: What Educators of Young Dual Language Immersion Students Learn from a Bilingual Approach to Assessment CONCLUSION Chapter 14. Sue Garton: Early Language Learning Teacher Education: Present and Future

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