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Good ESL teachers: From the perspect...

Shono, Sarah.

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Good ESL teachers: From the perspectives of teachers and adult learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Good ESL teachers: From the perspectives of teachers and adult learners./
Author:	Shono, Sarah.
Description:	221 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2887.
Contained By:	Dissertation Abstracts International65-08A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3145354
ISBN:	0496036572

Good ESL teachers: From the perspectives of teachers and adult learners.
Shono, Sarah.

Good ESL teachers: From the perspectives of teachers and adult learners. - 221 p.

Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2887.

Thesis (Ph.D.)--The University of Texas at Austin, 2004.

This dissertation is a qualitative study in which the perceptions of ESL teachers and adult ESL students were elicited via a series of interviews regarding what they believe renders an ESL teacher good. The participant's portrayals of good ESL teachers included a description of the individual differences that distinguish between good and ineffective ESL teachers as well as the pedagogical practices of these teachers. ESL teacher and student participants' perceptions did not always match.

ISBN: 0496036572Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Good ESL teachers: From the perspectives of teachers and adult learners.
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100 1 $a Shono, Sarah. $3 931293
245 1 0 $a Good ESL teachers: From the perspectives of teachers and adult learners.
300 $a 221 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2887.
500 $a Supervisor: David Schwarzer.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 2004.
520 $a This dissertation is a qualitative study in which the perceptions of ESL teachers and adult ESL students were elicited via a series of interviews regarding what they believe renders an ESL teacher good. The participant's portrayals of good ESL teachers included a description of the individual differences that distinguish between good and ineffective ESL teachers as well as the pedagogical practices of these teachers. ESL teacher and student participants' perceptions did not always match.
520 $a Five individual differences were described by participants: (1) a respectful professional, (2) a caring educator, (3) a cultural mediator, (4) a patient instructor, and (5) a native speaker. In addition, the participants described eleven pedagogical practices of good ESL teachers: (1) allowing personalized speaking time in class, (2) teaching authentic language & culture, (3) engaging students, (4) negotiating the curriculum, (5) conducting an organized class, (6) demonstrating subject area knowledge, (7) integrating content areas, (8) building learner autonomy, (9) Building learner confidence, (10) catering to learners' cognitive learning styles, and (11) tolerating ambiguity.
520 $a This study fills a gap in the literature on good teachers by presenting the perceptions held by both students and teachers of good ESL teachers in particular. Implications are drawn that may be of interest to ESL teachers, language teachers in general, language programs, as well as language teacher training departments.
590 $a School code: 0227.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Language, General. $3 1018089
650 4 $a Education, Adult and Continuing. $3 626632
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690 $a 0279
690 $a 0679
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710 2 0 $a The University of Texas at Austin. $3 718984
773 0 $t Dissertation Abstracts International $g 65-08A.
790 1 0 $a Schwarzer, David, $e advisor
790 $a 0227
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3145354