Abstract
This qualitative study explores the ways in which the work of English-as-an-additional-language (EAL) teachers is understood by preservice teachers (PSTs) and in-service teachers (ISTs) of EAL. The PSTs were completing a Master of Teaching programme at a large university in Australia, which would qualify them to work as EAL teachers. They were asked to reflect on the role of the EAL teacher before and after a three-week practicum. The ISTs, who are EAL practitioners in secondary schools in the state of Victoria, were each asked in an interview to reflect on their role as an EAL teacher. Results indicate that the PSTs demonstrated some level of understanding of the complexities of teaching EAL based on their theoretical knowledge and limited exposure to EAL in context. The ISTs’ reflection was based more specifically on their contextualised teaching experiences. The chapter discusses implications for EAL teacher education in terms of supporting growth in professional understandings and teacher identity.
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Notes
- 1.
The four macro language skills refer to listening, speaking, reading, and writing.
- 2.
S1 refers to one of the stages of the EAL Developmental Continuum used in Victorian secondary schools to assess EAL learners.
- 3.
Headway is the title of an English text book published by Oxford University Press.
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Nguyen, M.H. (2019). What Does It Mean to Be an English-as-an-Additional-Language Teacher? Preservice and in-Service Teachers’ Perceptions. In: Gutierrez, A., Fox, J., Alexander, C. (eds) Professionalism and Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-7002-1_11
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