Training for Content Teachers of English Language Learners: Using Experiential Learning to Improve Instruction

Autor/inn/en	Bohon, Leslie L.; McKelvey, Susan; Rhodes, Joan A.; Robnolt, Valerie J.
Titel	Training for Content Teachers of English Language Learners: Using Experiential Learning to Improve Instruction
Quelle	In: Teacher Development, 21 (2017) 5, S.609-634 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2016.1277256
Schlagwörter	Experiential Learning; Instructional Improvement; English Language Learners; Faculty Development; Summer Programs; Teaching Methods; Institutes (Training Programs); English (Second Language); Second Language Learning; Second Language Instruction; Secondary School Teachers; Teacher Attitudes; Language of Instruction; Course Content; Attitude Change; Concept Formation; Learning Theories; Program Descriptions; Statistical Analysis; Immersion Programs; Teacher Surveys; Correlation; Outcomes of Education; Virginia + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Unterrichtsqualität; Sommerkurs; Teaching method; Lehrmethode; Unterrichtsmethode; Sommerakademie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Teaching language; Unterrichtssprache; Kursprogramm; Attitudinal change; Einstellungsänderung; Concept learning; Begriffsbildung; Learning theory; Lerntheorie; Statistische Analyse; Immersionsprogramm; Korrelation; Lernleistung; Schulerfolg
Abstract	Experiential learning theory places experience at the center of learning. Kolb's four-stage cycle of experiential learning suggests that effective learners must engage fully in each stage of the cycle--feeling, reflection, thinking, and action. This research assesses the alignment of Kolb's experiential learning cycle with the week-long Summer Institute of "Assisting, Collaborating, and Training ESL Secondary Content Teachers" (ACT-ESL), the first stage of a professional development model designed to train content teachers of English Language Learners (ELLs). Qualitative and quantitative data analysis from pre- and post-surveys determined positive changes in participants' understanding of key ELL concepts, knowledge, and understanding of instructional strategies and practices. Analysis indicated that the Summer Institute had a large effect (d > 2.00 for each scale), regardless of previous training in ELL instructional strategies. Findings show that the Summer Institute incorporated the cycle of learning and tenets of Kolb's experiential learning theory and evidenced teacher learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01