Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/226
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dc.contributor.authorEllis, Elizabeth Men
dc.date.accessioned2008-05-08T16:51:00Z
dc.date.issued2006en
dc.identifier.citationTESL-EJ, 10(1), p. 1-20en
dc.identifier.issn1072-4303en
dc.identifier.urihttps://hdl.handle.net/1959.11/226en
dc.description.abstractTeachers of English to Speakers of Other Languages (ESOL) in English-speaking countries are not usually required to have proficiency in another language. Teacher competency statements frequently require "an understanding of second language development," and itis assumed that a monolingual teacher can attain such understanding without having learned a second language (L2). This paper sets out to challenge such a position by establishing a theoretical framework within which to argue that teacher language learning is an important contributor to professional practice. This framework is based on research into teacher cognition, particularly that which highlights connections between teachers' lived experience and the ways in which they form their beliefs about their profession (Freeman, 2001). Using data from an Australian study, this paper shows that experientialknowledge formed by different kinds of L2 learning (formal, informal, childhood, adult, elective, or circumstantial bilingualism) forms a powerful resource underpinning ESL teachers' professional knowledge and beliefs about language teaching.en
dc.description.tableofcontentshttp://tesl-ej.org/archives.htmlen
dc.languageenen
dc.publisherUniversity of Berkeleyen
dc.relation.ispartofTESL-EJen
dc.titleLanguage Learning Experience as a Contributor to ESL Teacher Cognitionen
dc.typeJournal Articleen
dc.subject.keywordsApplied Linguistics and Educational Linguisticsen
local.contributor.firstnameElizabeth Men
local.subject.for2008200401 Applied Linguistics and Educational Linguisticsen
local.subject.seo780108 Behavioural and cognitive sciencesen
local.profile.schoolSchool of Humanities, Arts and Social Sciencesen
local.profile.emaileellis4@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordpes:4232en
local.publisher.placeBerkeleyen
local.format.startpage1en
local.format.endpage20en
local.peerreviewedYesen
local.identifier.volume10en
local.identifier.issue1en
local.contributor.lastnameEllisen
dc.identifier.staffune-id:eellis4en
local.profile.roleauthoren
local.identifier.unepublicationidune:228en
dc.identifier.academiclevelAcademicen
local.title.maintitleLanguage Learning Experience as a Contributor to ESL Teacher Cognitionen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.relation.urlhttp://www-writing.berkeley.edu/TESL-EJ/ej37/a3.htmlen
local.description.statisticsepubsVisitors: 377<br />Views: 378<br />Downloads: 0en
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