Reflection on and for Actions: Probing Into English Language Art Teachers’ Personal and Professional Experiences With English Language Learners
Effective ELL teaching and learning is profoundly influenced by the teachers’ personal experiences and personalities (Farrell, 2016), their experience as language learners as well as language teachers (Farrell, 2007), and their beliefs about learning and teaching a second language (Farrell, 2015; Farrell & Ives, 2015). This study honored and examined in-depth the often-discounted stories/reflective narratives of our teachers. This paper reports a qualitative cases study that explores three veteran teacher’s reflection on their personal and professional experiences with ELLs for self-discovery over years (Cirocki & Farrell, 2017) so that they can further reflect for their future actions with ELLs (Burns & Bulman, 2000; Farrell, 2007; Farrell & Vos, 2018). Data analysis revealed the teachers’ different strengths and needs in working with ELLs. Four major dimensions (language, culture, culturally and linguistically sensitive pedagogy, and collaborative community) were identified as critical to effective teaching of ELLs and preparation of second language teachers.
Hong, Huili; Keith, Karin; and Moran, Renee Rice. 2019. Reflection on and for Actions: Probing Into English Language Art Teachers’ Personal and Professional Experiences With English Language Learners. TESL-EJ. Vol.22(4). https://eric.ed.gov/?q=Reflection+on+and+for+Actions%3a+Probing+Into+English+Language+Art+Teachers%e2%80%99+Personal+and+Professional+Experiences+With+English+Language+Learners&id=EJ1204559