東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Perspectives of Higher Education Ins...

Pongsiri, Duangkamol.

Linked to FindBook

Google Book

Amazon

博客來

Perspectives of Higher Education Instructors towards English Language Learners in Mainstream Courses.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Perspectives of Higher Education Instructors towards English Language Learners in Mainstream Courses./
Author:	Pongsiri, Duangkamol.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	229 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
Subject:	Higher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27740115
ISBN:	9781658423793

Perspectives of Higher Education Instructors towards English Language Learners in Mainstream Courses.
Pongsiri, Duangkamol.

Perspectives of Higher Education Instructors towards English Language Learners in Mainstream Courses. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 229 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2020.

This item must not be sold to any third party vendors.

The purpose of this study was to explore how mainstream, non-English as a second language (ESL) community college instructors perceive English language learner (ELL) academic success, teaching strategies for ELLs, and professional development for improving pedagogy for ELLs. Participants included eighteen mainstream, non-ESL instructors at a community college in the Western United States. This qualitative descriptive study addressed the issue that little is known about how mainstream, non-ESL community college instructors perceive ELL academic success, teaching strategies for ELLs, and professional development for improving pedagogy for ELLs. The theoretical framework for examining instructors' perceptions was the sociocultural theory. The data were collected using semi-structured interviews and a focus group. Thematic analysis was used to identify themes from the instructors' responses. The following seven major themes emerged from the data relating to instructors perceptions of ELLs: (1) Understand the individual and their background, (2) Academic and emotional support, (3) Develop language skill through scaffolding, (4) Build relationship through encouragement, (5) Instructors' perception of ELLs shapes the strategy, (6) Lacking but important, and (7) Adaption of resources and experience. In terms of findings, instructors' perception influences in their ELL teaching pedagogy, and whether they make any adjustments to meet the needs of ELLs. Despite most instructors indicating that they did not receive any professional development specific to ELL pedagogy, the instructors perceived professional development as important for developing an ELL pedagogy.

ISBN: 9781658423793Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

ELL pedagogy

Perspectives of Higher Education Instructors towards English Language Learners in Mainstream Courses.
LDR:02979nmm a2200385 4500 001 2279382
005 20210817110124.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9781658423793
035 $a (MiAaPQ)AAI27740115
035 $a AAI27740115
040 $a MiAaPQ $c MiAaPQ
100 1 $a Pongsiri, Duangkamol. $3 3557831
245 1 0 $a Perspectives of Higher Education Instructors towards English Language Learners in Mainstream Courses.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 229 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
500 $a Advisor: Luckett III, Theodus.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2020.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this study was to explore how mainstream, non-English as a second language (ESL) community college instructors perceive English language learner (ELL) academic success, teaching strategies for ELLs, and professional development for improving pedagogy for ELLs. Participants included eighteen mainstream, non-ESL instructors at a community college in the Western United States. This qualitative descriptive study addressed the issue that little is known about how mainstream, non-ESL community college instructors perceive ELL academic success, teaching strategies for ELLs, and professional development for improving pedagogy for ELLs. The theoretical framework for examining instructors' perceptions was the sociocultural theory. The data were collected using semi-structured interviews and a focus group. Thematic analysis was used to identify themes from the instructors' responses. The following seven major themes emerged from the data relating to instructors perceptions of ELLs: (1) Understand the individual and their background, (2) Academic and emotional support, (3) Develop language skill through scaffolding, (4) Build relationship through encouragement, (5) Instructors' perception of ELLs shapes the strategy, (6) Lacking but important, and (7) Adaption of resources and experience. In terms of findings, instructors' perception influences in their ELL teaching pedagogy, and whether they make any adjustments to meet the needs of ELLs. Despite most instructors indicating that they did not receive any professional development specific to ELL pedagogy, the instructors perceived professional development as important for developing an ELL pedagogy.
590 $a School code: 1582.
650 4 $a Higher education. $3 641065
650 4 $a English as a second language--ESL. $3 3423990
653 $a ELL pedagogy
653 $a English language learners
653 $a Higher education
653 $a Non-ESL instructors
653 $a Professional development
653 $a Scaffolding practices
690 $a 0745
690 $a 0441
710 2 $a Grand Canyon University. $b College of Doctoral Studies. $3 2097618
773 0 $t Dissertations Abstracts International $g 81-10A.
790 $a 1582
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27740115