Bridging Instructional Gaps in Preparing to Teach Millennial Language Learners - 0 views

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  #1 shommel on 30 Jun 18

   

  http://www.academypublication.com/issues/past/tpls/vol02/05/01.pdf
  
  In recent years there has been a demand for highly qualified foreign language teachers in "critical need languages," Arabic, Chinese, and Russian. George Mason University professors, Drs. Alsweel and Haley conducted a study to explore the perceptions of these foreign language teachers towards teaching in U.S. classrooms. As teachers, we strive for a fair playing field, with an absence of teacher bias. If a teacher comes in with preconceived notions about his or her students, that bias could very well lead to instructional gaps. Ultimately, the study found that "there were teacher participants who came in with negative pre-conceived notions about teaching U.S. students." Their views changed after getting the opportunity to work with the students, as all of the teachers in the study were pleasantly surprised when they found their students to be actively engaged in the lesson. Additionally, Introducing teacher participants to an online learning community was challenging in that many were not familiar with this level of technology use." (Haley, 2012)

   

  <div class="cArrow"> </div><div class="cContentInner"><a href="http://www.academypublication.com/issues/past/tpls/vol02/05/01.pdf" rel="nofollow" target="_blank">http://www.academypublication.com/issues/past/tpls/vol02/05/01.pdf</a> <br /> <br /> In recent years there has been a demand for highly qualified foreign language teachers in "critical need languages," Arabic, Chinese, and Russian. George Mason University professors, Drs. Alsweel and Haley conducted a study to explore the perceptions of these foreign language teachers towards teaching in U.S. classrooms. As teachers, we strive for a fair playing field, with an absence of teacher bias. If a teacher comes in with preconceived notions about his or her students, that bias could very well lead to instructional gaps. Ultimately, the study found that "there were teacher participants who came in with negative pre-conceived notions about teaching U.S. students." Their views changed after getting the opportunity to work with the students, as all of the teachers in the study were pleasantly surprised when they found their students to be actively engaged in the lesson. Additionally, Introducing teacher participants to an online learning community was challenging in that many were not familiar with this level of technology use." (Haley, 2012)</div>

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