Mémoire (M.Ed.)--Université du Québec à Chicoutimi, 2001. / Document électronique également accessible en format PDF. CaQCU

Thesis (Ph. D.)--Columbia University, 1928. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 311. Bibliography: p. 89-95.

Thesis (Ph. D.)--University of North Texas, Dec., 2009. / Title from title page display. Includes bibliographical references.

Thesis (PH. D.)--Columbia university, 1928. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 311. Bibliography: p. 89-95.

Theses (Ed.S.)--Marshall University, 2004. / Title from document title page. Includes abstract. Document formatted into pages: contains iii, 52 pages. Bibliography: p. 48-50.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Aug. 29, 2006). Includes bibliographical references.

Originally presented as the author's thesis (doctoral)--Justus-Liebig Universität Giessen, 2005. / Includes bibliographical references (p. 301-323).

Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (leaves 106-112).

Across international boundaries, linguistic and cultural diversity among pupils present teachers with pedagogic challenges. Research on teachers’ perceptions (e.g. Pajares, 1992; Woods, 1996; Farrell, 2005) suggests that the beliefs that teachers hold impact significantly on their classroom practices. This study adds to the existing body of international literature on teacher beliefs and literacy practices by exploring teachers’ perceptions about the reading literacy needs of EAL pupils and how these were met in Scottish secondary mainstream classroom contexts. In Scotland, policy specifies a Framework for Inclusion where pupils learning English as an additional language (hereafter EAL) are placed in mainstream classrooms. Schools are encouraged to play a key role in making sure that the needs of such pupils are addressed in an effort to raise achievement. A sociocultural theoretical lens was used to examine the shared and divergent beliefs and reading literacy practices of sixteen mainstream English teachers; five EAL teachers; and five head/depute head teachers across three local authorities. Participants’ responses communicated an undifferentiated understanding of the distinctive reading literacy needs of EAL pupils. The majority of teachers foregrounded reading as a set of universal skills that emphasised a knowledge of vocabulary and grammar. Ill-fitting policies and teachers’ experiences within the varying school contexts appeared to mediate how EAL pupils’ needs were constructed. Findings concerning the beliefs and practices of these teachers revealed that there was a lack of available ways of thinking about how to meet the reading literacy needs of EAL pupils effectively; such a lack impacted on the quality and number of learning opportunities EAL pupils had as they faced the reading literacy demands of mainstream classrooms. Teachers also highlighted their uncertainty about how to meet the reading literacy needs of such pupils effectively and this seemed to impact on how they constructed their identities as teachers within linguistically and culturally diverse classroom settings. In contrast, an overview of classroom literacy practices revealed that teachers enacted confident identities as they operated out of a secure knowledge base for developing reading literacy in monolingual English speaking classrooms. The study concludes with a discussion of the limitations related to the research design, and outlines the implications of the findings for policy, classroom literacy practices, and teachers’ professional development opportunities. It is argued that Scottish schools are no longer monolingual, monocultural environments, but rather cross-cultural sites. It is recommended that policy needs to reconceptualise and broaden how second language development is framed within its documents. It is also suggested that secondary classroom contexts address the importance of multidimensional critical literacy practices as a way to challenge the dominant undifferentiated constructions that permeate teachers’ beliefs about the development of reading literacy for pupils learning EAL. Such changes would position EAL pupils as legitimate participants in classroom literacy practices. The thesis concludes with a consideration of teacher identity and emphasises the need of ITE providers to provide a continuum of provision for pre-service and in-service teachers to enable them to develop the necessary knowledge and practices that would support the growing numbers of pupils learning EAL.

Orientador: João Antonio Telles / Banca: Fernanda Liberalli / Banca: Creobel Franco Maimone / Resumo: O objetivo desta pesquisa é viabilizar a produção de outros modos de pensar a educação de professores de línguas estrangeiras. Buscamos construir contextos não convencionais de pesquisa nos quais os profissionais possam refletir acerca de sua experiência de ensino/aprendizagem de línguas. Para tanto, nos baseamos metodologicamente na Pesquisa Educacional com Base nas Artes (Eisner, 1991)cujo recurso principal é um espetáculo teatral, denominado Parâmetros em Análise. Tal espetáculo foi construído a partir de temas inspirados nos Parâmetros Curriculares Nacionais. Foram apresentados dez espetáculos em diversas instituições das redes de ensino oficial e particulares do Estado de São Paulo. No palco do espetáculo, foram representadas, artisticamente, cenas do dia-a-dia e do fazer pedagógico dos professores de línguas estrangeiras, assim como, os seus conflitos e dilemas profissionais. Após o espetáculo ocorreu uma reflexão crítica compartilhada entre a platéia composta por professores, educadores de professores e alunos de Letras. O espetáculo e a reflexão compõem aquilo que Foucault (Deleuze, 1988) conceitua como sendo um dispositivo. Para o filósofo, dispositivos são máquinas de fazer ver e falar. Eles formam uma espécie de instrumento teórico com o qual contamos para visualizar as práticas sociais que se dão na escola. As reflexões realizadas pelos professores indicam um desencontro entre aquilo que professores e alunos estão atualizando nas suas práticas e, aquilo que propõem certas pesquisas, políticas educacionais e o funcionamento da estrutura institucional da escola. / Abstract: The objective of this paper is to make the production of "other" ways of thinking over education of foreign language teachers possible. We intend to construct non-conventional contexts of research, in which the professionals can think over their language learning/teaching experiences. For that, we are based methodologically on the Educational Research based on Arts (Eisner, 1991) whose chief resource is the dramatic performance, called Patterns in Analysis. Such performance was built from themes inspired in the Parâmetros Curriculares Nacionais. Ten performances were acted in several public and private institutions of education in the State of São Paulo. On the stage, everyday scenes and the pedagogical work of foreign language teachers were acted artistically, such as, their conflicts and professional dilemmas. After the performance, a critical reflection shared by the audience composed by teachers, teachers' professors and students took place. The performance and the reflection compose what Foucault (Deleuze, 1988) considers as a device. To the philosopher, devices are machines of making see and speak. They constitute a theoretical instrument that we use to analyze the social experiences that happen at schools. The reflections arisen by the teachers indicate a discordance from what teachers and students have been passing through a process of modification in their experiences and, from what some researches, educational policies and the operation of the institutional structure of the school propose. / Mestre