This inquiry involves two case studies that examine the beliefs of two selected ESL teachers in Zimbabwe teaching at the secondary school level. The study looks at the various nested contexts of the two case studies at the international, national, provincial, school and classroom levels with respect to Zimbabwe before and after independence in 1980. The analysis of the nested contexts aims to show how the various factors at the different levels impinge on the ESL instruction of the two teachers. / The study adopts a naturalistic, classroom-based approach that allows for the holistic investigation of teacher-learner interactions in socially-situated cognitive instruction. Specific research questions addressed are: (a) What are the classroom interaction patterns of each of the two teachers selected for the study? What do these patterns and the teachers! classroom artifacts reveal about their beliefs about the construction of social knowledge at secondary school level? (b) How does each teacher in the study construct academic knowledge in his/her ESL instruction? What do the patterns of construction and the teachers' classroom artifacts reveal about their beliefs about the instruction of ESL academic knowledge at the secondary school level? / The study uses tools of data collection and analysis from constitutive ethnography and ethnomethodology. Data from interviews, classroom observations, field notes, artifacts and documents are analyzed to see what they reveal about each teacher's beliefs about ESL instruction. Four major themes emerge from the analysis of these data: (a) teachers' beliefs about curriculum documents; (b) teachers; beliefs about ESL models for instruction; (c) teachers' beliefs about interactional rights and obligations in the classroom and (d) teachers' beliefs about teaching linguistic and communicative competence. A major finding of this inquiry is that the two selected teachers, guided by their personal beliefs, respond in different ways to the many contextual factors that impinge on their teaching, giving rise to each teacher's unique teaching repertoires. In the fight of this major finding, it is recommended that ESL teacher education programmes in Zimbabwe begin with the student teachers' beliefs rather than the traditional "method" paradigm.

This study researched the preparedness of English as a Second Language directors in school corporations in Indiana to determine their background experiences, awareness of second language acquisition research, levels of qualification, attitudes towards English learners (ELs), efficacy for leading ESL programs, and to gain an understanding of how to provide guidance and support to this group of individuals. Furthermore, the study investigated relationships between these factors to gain insight into how they impact each other and program implementation. The study endeavored to provide useful information towards policy making and support of ESL leaders. The research was quantitative and utilized a tailored design Internet survey to collect data. Descriptive data was analyzed using analysis of frequency (distribution, central tendency and dispersion of individual variables), while relationships between elements were analyzed using a combination of ANOVA, and Pearson’s Product Moment correlational analysis, followed by post hoc analysis and regression analysis. Findings indicated that having experience with English learners and teaching certification for working with English learners were significant factors in the areas of knowledge, attitude, and efficacy. An exploratory model of ESL program leadership, developed by the researcher, concluded that when EL directors are certified and bring experience of working with ELs to their positions, it is more likely that their programs will be successfully implemented. Finally, the interplay of variables showed that these directors’ levels of knowledge of second language acquisition principles and efficacy for leading the ESL program had highly significant effects on attitude, program implementation and each other. The implications of this study include directions for policy, training programs, and further research. / Department of Educational Leadership

Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 174-186). / Also available by subscription via World Wide Web / ix, 186 leaves, bound 29 cm

THE PROFESSIONAL LIFE-CYCLES AND PROFESSIONAL DEVELOPMENT OF ADULT TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL) This thesis focuses on the findings of a research study conducted in Geneva and Sydney to examine the career cycles of TESOLs. It explores many of the issues investigated in Huberman???s study of 160 secondary school teachers in Geneva (1989, 1993). Seventy-three in-depth interviews were conducted with teachers and trainers / administrators in adult TESOL, and professional development issues were examined in greater detail than in the Huberman study. The central purpose of the study was to test the universality of the Huberman model of career phases. TESOLs were found to have far more variations during their career cycles than school teachers, who were in a more stable and predictable situation. The study focused on particular moments in the career cycle, exploring TESOLs??? levels of satisfaction. TESOLs in the present study were found to have similar intrinsic satisfactions and concerns about working conditions as the findings of other TESOL studies. Although the occupation was reportedly becoming increasingly more professional, its unpredictable nature made it stimulating and rewarding. In spite of the instability of the TESOL career, TESOLs appeared to have more positive career experiences overall than many school teachers with more stable career paths. The study also examined professional development issues by comparing the perceptions of TESOLs and their trainers / administrators. They had many divergent opinions as to the professional development requirements of TESOLs. While there was no conclusive evidence that professional development could be linked to stages, TESOLs in a phase of diversification were found to have different professional development requirements from other phases. Personal, professional and environmental factors also affect the professional development requirements of TESOLs at any stage. In summary, it appears that the traditional career phase model is inappropriate when applied to TESOLs, and perhaps for other similarly unstable careers. With the recent changes in people???s professional lives, requiring increasing mobility and adaptability in the changing job market, other career path models to guide counselling, professional development and other staff management programs will need to be explored.

Thesis (Ph.D.) -- La Trobe University, 2005. / "A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy [to the] School of Educational Studies, Faculty of Education." Research. Includes bibliographical references (leaves 309-317). Also available via the World Wide Web.

Thesis (M. A.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. "This study incorporated data from a 14-week pilot ODE course that the American English Institute (AEI) in the Linguistics Department at the University of Oregon (UO) offered fall 2006. Participants included 49 EFL educators living in 15 different developing countries in the Muslim world"--P. 6. Includes vita and abstract. Includes bibliographical references (leaves 154-175). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Thesis (M. Ed.)--University of Hong Kong, 2008. / Includes bibliographical references (leaf 117-128)

Thesis (Ph. D.)--Michigan State University. Dept. of Higher, Adult, and Lifelong Education, 2008. / Title from PDF t.p. (viewed on July 24, 2009) Includes bibliographical references (p. 245-260). Also issued in print.

Thesis (M.A.)--University of Hong Kong, 2000. / Includes bibliographical references.