Abstract
The present study examined the knowledge and skills of basic language constructs among elementary school teachers who were teaching English as a Foreign Language (EFL) in China. Six hundred and thirty in-service teachers completed the adapted Reading Teacher Knowledge Survey. Survey results showed that English teachers’ self-perceived ability to teach vocabulary was the highest and self-perceived ability to teach reading to struggling readers was the lowest. Morphological knowledge was positively correlated with teachers’ self-perceived teaching abilities, and it contributed unique variance even after controlling for the effects of ultimate educational attainment and years of teaching. Findings suggest that elementary school EFL teachers in China, on average, were able to display implicit skills related to certain basic language constructs, but less able to demonstrate explicit knowledge of other skills, especially sub-lexical units (e.g., phonemic awareness and morphemes). The high self-perceived ability of teaching vocabulary and high scores on syllable counting reflected the focus on larger units in the English reading curriculum.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Bandolos, D. L., & Finney, S. J. (2010). Factor analysis: Exploratory and confirmatory. In G. R. Hancock & R. O. Mueller (Eds.), Reviewer’s guide to quantitative methods in the social sciences (pp. 93–114). New York: Routledge.
Binks-Cantrell, E., Joshi, R. M., & Washburn, E. K. (2012). Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy. Annals of Dyslexia, 62, 153–171. doi:10.1007/s11881-012-0070-8.
Bos, C., Mather, N., Dickson, S., Podhajski, B., & Chard, D. (2001). Perception and knowledge of preservice and inservice educators about early reading instruction. Annals of Dyslexia, 51, 97–120.
Brady, S., Gillis, M., Smith, T., Lavalette, M., Liss-Bronstein, L., Lowe, E., et al. (2009). First grade teachers’ knowledge of phonological awareness and code concepts: examining gains from an intensive form of professional development and corresponding teacher attitudes. Reading and Writing: An Interdisciplinary Journal, 22, 425–455. doi:10.1007/s11145-009-9166-x.
Carlisle, J., Correnti, R., Phelps, G., & Zeng, J. (2009). Exploration of the contribution of teachers’ knowledge about reading to their students’ improvement in reading. Reading and Writing: An Interdisciplinary Journal, 22, 457–486. doi:10.1007/s11145-009-9165-y.
Cunningham, A. E., Zibulsky, J., Stanovich, K. E., & Stanovich, P. J. (2009). How teachers would spend their time teaching language arts: the mismatch between self-reported and best practices. Journal of Learning Disabilities, 42, 418–430. doi:10.1177/0022219409339063.
Deacon, S. H., Benere, J., & Pasquarella, A. (2013). Reciprocal relationship: children's morphological awareness and their reading accuracy across grades 2 to 3. Developmental Psychology, 49, 1113–1126. doi:10.1037/a0029474.
Department of Education of Guangdong Province. (2012). Xiaoxue fen kecheng zhuanren jiaosh xueli qingk zongjibiao [Breakdown of full-time primary school teachers by educational attainment]. Guangzhou, China: Author.
Finney, S. J., & DiStefano, C. (2013). Nonnormal and categorical data in structural equation modeling. In G. R. Hancock & R. O. Mueller (Eds.), Structural equation modeling: A second course (2nd ed., pp. 439–492). Greenwich: Information Age Publishing.
Gao, X., & Ma, Q. (2011). Vocabulary learning and teaching beliefs of pre-service and in-service teachers in Hong Kong and mainland China. Language Awareness, 20, 327–342. doi:10.1080/09658416.2011.579977.
Gong, Y. (2011). Chuangjian woguo zhongxiaoxue yingyu jiaoshi zhishi yu nengli tixi: Zhongxiaoxue yingyu jiaoshi zhuanye dengji biaozhun de zhiding [Constructing teacher knowledge and competence systems for Chinese EFL teachers in primary and secondary schools: the formulation of professional scales for EFL teachers in primary and secondary schools]. Zhongguo jiaoyu daokan [Journal of the Chinese Society of Education], 7, 60–65.
Hao, Y., & Sun, E. (2013). Zhongxiaoxue yingyu jiaoshi peixun xianzhuang tanxi: Wenti yu duice [Analysis of the current situation of middle and primary school English teacher training: problems and strategies]. Waiyu jiaoxue [Foreign Language Education], 2, 48–51.
Hu, G. (2005). Professional development of secondary EFL teachers: lessons from China. Teachers College Record, 107, 654–705.
Hu, G. (2011). Metalinguistic knowledge, metalanguage, and their relationship in L2 learners. System, 39, 63–77. doi:10.1016/j.system.2011.01.011.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.
Joshi, R. M., Binks, E., Hougen, M., Ocker-Dean, E., Graham, L., & Smith, D. (2009). Teachers’ knowledge of basic linguistic skills: Where does it come from? In S. Rosenfield & V. Berninger (Eds.), Handbook on implementing evidence based academic interventions (pp. 605–626). New York: Oxford University Press.
Kieffer, M. J., & Lesaux, N. K. (2012). Direct and indirect roles of morphological awareness in the English reading comprehension of Native English, Spanish, Filipino, and Vietnamese Speakers. Language Learning, 62, 1170–1204. doi:10.1111/j.1467-9922.2012.00722.x.
Kline, R. B. (2011). Principles and practice in structural equation modeling (3rd ed.). New York: Guilford Publications.
Lane, H., Hudson, R., Leite, W., Kosanovich, M., Strout, M. T., Fenty, N. S., et al. (2008). Teacher knowledge about reading fluency and indicators of students’ fluency growth in reading first schools. Reading & Writing Quarterly, 25, 57–86. doi:10.1080/10573560802491232.
Li, M. (2007). Zhongxiaoxue yingyu jiaosh zhish jich de jiangou:gaoxiao shizi peixun kecheng shezhi ge'an fenxi [On the construction of English teachers’ knowledge base: a case study of training course design for primary and secondary school teachers of English]. Kecheng Jiaocai Jiaofa [Curriculum, Teaching Material and Method], 27(1), 84–88.
Li, H. (2011). Dui yingyu jiaoyu zhuanye jianshe de sikao jiqi gaige celue [Reflections on the construction of English education major and reform strategy]. Waiyu Jiaoxue [Foreign Language Education], 6, 49–52.
Mather, N., Bos, C., & Babur, N. (2001). Perceptions and knowledge of preservice and inservice teachers about early literacy instruction. Journal of Learning Disabilities, 34, 472–482.
McCutchen, D., Green, L., Abbott, R. D., & Sanders, E. A. (2009). Further evidence for teacher knowledge: supporting struggling readers in grades three through five. Reading and Writing: An Interdisciplinary Journal, 22, 401–423. doi:10.1007/s11145-009-9163-0.
McCutchen, D., Stull, S., Herrera, B. L., Lotas, S., & Evans, S. (2013). Putting words to work: effects of morphological instruction on children’s writing. Journal of Learning Disabilities, 47, 86–97. doi:10.1177/0022219413509969.
Ministry of Education. (2012). Yiwu jiaoyu yingyu kecheng biaozhun (2011 Ed.)[English curriculum standards for basic education]. Beijing: Beijing Normal University Publishing Group.
Moats, L. (1994). The missing foundation in teacher education: knowledge of the structure of spoken and written language. Annals of Dyslexia, 44, 81–102.
Moats, L. (2009). Knowledge foundations for teaching reading and spelling. Reading and Writing: An Interdisciplinary Journal, 22, 379–399. doi:10.1007/s11145-009-9162-1.
Moats, L. C. (2014). What teachers don’t know and why they are not learning it: Addressing the need for content and pedagogy in education. Australian Journal of Learning Difficulties, 1-17. doi: 10.1080/19404158.2014.941093.
Muthén, L. K., & Muthén, B. O. (2012). Mplus user’s guide (7th ed.). Los Angeles: Muthén & Muthén.
National, Institute of Child Health & Human Development. (2000). Report of the national reading panel: teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NIH publication No. 00 4769). Washington, DC: U. S. Government Printing Office.
Piasta, S. B., Connor, C. M., Fishman, B. J., & Morrison, F. J. (2009). Teachers’ knowledge of literacy concepts, classroom practices, and student reading growth. Scientific Studies of Reading, 13, 224–248. doi:10.1080/10888430902851364.
Ramirez, G., Chen, X., Geva, E., & Luo, Y. (2011). Morphological awareness and word reading in English language learners: evidence from Spanish- and Chinese-speaking children. Applied Psycholinguistics, 32, 601–618. doi:10.1017/S0142716411000233.
Reutzel, D. R., Dole, J. A., Read, S., Fawson, P., Herman, K., Jones, C. D., et al. (2011). Conceptually and methodologically vexing issues in teacher knowledge assessment. Reading & Writing Quarterly, 27, 183–211. doi:10.1080/10573569.2011.560098.
Snow, C. E., Griffin, P., & Burns, M. S. (2005). Knowledge to support the teaching of reading: Preparing teachers for a changing world. San Francisco: Jossey-Bass.
Spear-Swerling, L., & Brucker, P. (2004). Preparing novice teachers to develop basic reading and spelling skills in children. Annals of Dyslexia, 54, 332–364.
Spear-Swerling, L., Brucker, P. O., & Alfano, M. P. (2005). Teachers’ literacy-related knowledge and self-perceptions in relation to preparation and experience. Annals of Dyslexia, 55, 266–296.
Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40, 7–26.
Washburn, E. K., Joshi, R. M., & Binks-Cantrell, E. (2011a). Teacher knowledge of basic language concepts and dyslexia. Dyslexia, 7, 165–183. doi:10.1002/dys.426.
Washburn, E. K., Joshi, R. M., & Binks-Cantrell, E. (2011b). Are preservice teachers prepared to teach struggling readers? Annals of Dyslexia, 61, 21–43. doi:10.1007/s11881-010-0040-y.
Washburn, E. K., & Mulcahy, C. A. (2014). Expanding preservice teachers’ knowledge of the English language: Recommendations for teacher educators. Reading & Writing Quarterly, 30, 328–347. doi:10.1080/10573569.2013.819180.
Xie, H. (Ed.). (2011). Zhongguo jiaoyu tongji nianjian 2010 [Educational Statistics Year Book 2010]. Beijing: People’s Education Press.
Yi, M. (2013). Cong jixie fuzhi dao linghuo jiancai: Guangzhou diqu phonics jiaoxue shijian de shinian lichen shenshi [From mechanical reproduction to flexible clipping --- 10-year review of Phonics practices in Guangzhou area]. Kecheng Jiaoxue Yanjiu [Journal of Curriculum and Instruction], 2, 32–43.
Zhou, Y. (2002). Yingyu jiaoshi peixun jidai jiaqiang [English teacher training needs to be strengthened]. Waiyu jiaoxue yu yanjiu [Foreign Language Teaching and Research], 6, 408–409.
Zou, W. (2009). Zhongguo jichu jiaoyu jieduan waiyu jiaoshi de zhiqian jiaoyu yanjiu [Research on pre-service education for foreign language teachers in basic education of China]. Waiyu jiaoxue lilun yu shijian [Foreign Language Learning Theory and Practice], 1, 1–19.
Acknowledgments
This work was supported by the National Social Science Fund of China (13CYY027), the Fundamental Research Funds for the Central Universities (13wkpy37), and Guangdong Educational Planning Research Project (2011TJK448) to the first author. We would like to thank all the participating teachers and school districts for their contribution.
Author information
Authors and Affiliations
Corresponding authors
Appendix
Appendix
Rights and permissions
About this article
Cite this article
Zhao, J., Joshi, R.M., Dixon, L.Q. et al. Chinese EFL teachers’ knowledge of basic language constructs and their self-perceived teaching abilities. Ann. of Dyslexia 66, 127–146 (2016). https://doi.org/10.1007/s11881-015-0110-2
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11881-015-0110-2