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Increasing Teacher Self-Efficacy in Serving Beginner Emergent Bilingual and Multilingual Students in Mainstream Classrooms through Structured Collaboration between Mainstream and Emergent Bilingual and Multilingual Teachers
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Jaimie Bin Li – ProQuest LLC, 2024
The purpose of this study was to evaluate how the structured collaboration guided by a modified Sheltered Instruction Observation Protocol (SIOP) framework between mainstream and emergent bilingual and multilingual (EBM) teachers can support mainstream teachers in increasing their self-efficacy in serving EBM students in class. This study employed…
Descriptors: Teacher Effectiveness, Self Efficacy, Bilingual Students, Multilingualism
"I May Be a Native Speaker but I'm Not Monolingual": Reimagining "All" Teachers' Linguistic Identities in TESOL
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Ellis, Elizabeth M. – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2016
Teacher linguistic identity has so far mainly been researched in terms of whether a teacher identifies (or is identified by others) as a native speaker (NEST) or nonnative speaker (NNEST) (Moussu & Llurda, 2008; Reis, 2011). Native speakers are presumed to be monolingual, and nonnative speakers, although by definition bilingual, tend to be…
Descriptors: English (Second Language), Language Attitudes, Self Concept, Native Speakers
A Literature-Based Approach on International Perspectives of Bilingual Education
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Ozfidan, Burhan; Burlbaw, Lynn M. – Journal of Educational Issues, 2017
This study examines the bilingual education in Spain and in Canada, and discusses their historical backgrounds, current bilingual education programs in use, and teacher proficiency within their bilingual education programs. The purpose of this study is to examine these two countries' bilingual education programs and find a way to implement a…
Descriptors: Educational Research, Bilingual Education Programs, Foreign Countries, Program Implementation