What does it mean to be an English-as-an-additional-language teacher? Preservice and in-service teachers’ perceptions

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

This qualitative study explores the ways in which the work of English-as-an-additional-language (EAL) teachers is understood by pre-service teachers (PSTs) and in-service teachers (ISTs) of EAL. The PSTs were completing a Master of Teaching program 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.
Original languageEnglish
Title of host publicationProfessionalism and Teacher Education
Subtitle of host publicationVoices from Policy and Practice
EditorsAmanda Gutierrez, Jillian Fox, Colette Alexander
Place of PublicationSingapore Singapore
PublisherSpringer
Chapter11
Pages217-235
Number of pages19
Edition1st
ISBN (Electronic)9789811370021
ISBN (Print)9789811370014
DOIs
Publication statusPublished - 2019

Cite this

Nguyen, M. H. (2019). What does it mean to be an English-as-an-additional-language teacher? Preservice and in-service teachers’ perceptions. In A. Gutierrez, J. Fox, & C. Alexander (Eds.), Professionalism and Teacher Education: Voices from Policy and Practice (1st ed., pp. 217-235). Springer. https://doi.org/10.1007/978-981-13-7002-1_11