Description
This project examines how writing teachers of multilingual students conceptualize their pedagogical practices. Specifically, it draws on work in teacher cognition research to examine the nature of teacher knowledge and the unique characteristics of this knowledge specific to the teaching of second language writing. Seeing teacher knowledge as something embedded in teachers’ practices and their articulation of the goals of these practices, this project uses case studies of four writing instructors who teach multilingual students of First-Year Composition (FYC). Through qualitative analysis of interviews, observations, and written feedback practices, teachers’ goals and task selection were analyzed to understand their knowledge base and the beliefs that underlie their personal pedagogies.
Results from this study showed that while participants’ course objectives were primarily in alignment with the institutional goals for the course, they each held individual orientations toward the subject matter. These different orientations influenced their task selection, class routines, and assessment. This study also found that teachers’ understanding of their students was closely tied with their orientations of the subject matter and thus must be understood together. Findings from this study support a conceptualization of teacher knowledge as a construct comprised of highly interdependent aspects of teachers’ knowledge base.
Results from this study showed that while participants’ course objectives were primarily in alignment with the institutional goals for the course, they each held individual orientations toward the subject matter. These different orientations influenced their task selection, class routines, and assessment. This study also found that teachers’ understanding of their students was closely tied with their orientations of the subject matter and thus must be understood together. Findings from this study support a conceptualization of teacher knowledge as a construct comprised of highly interdependent aspects of teachers’ knowledge base.
Details
Title
- Exploring teacher knowledge in multilingual first-year composition
Contributors
- Racelis, Juval V (Author)
- Matsuda, Paul K (Thesis advisor)
- James, Mark A (Committee member)
- Prior, Matthew T. (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2017
Subjects
- English as a Second Language
- Teacher Education
- first-year composition
- Second Language Writing
- Teacher Cognition
- teacher knowledge
- English language--Study and teaching--Foreign speakers--Psychological aspects.
- English language
- English language--Rhetoric--Study and teaching--Psychological aspects.
- Language teachers--Psychology.
- Language teachers
Resource Type
Collections this item is in
Note
- thesisPartial requirement for: Ph.D., Arizona State University, 2017
- bibliographyIncludes bibliographical references (pages 89-97)
- Field of study: Linguistics and applied linguistics
Citation and reuse
Statement of Responsibility
by Juval V. Racelis