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Psychology of Language Learning and Teaching Ser.: Beliefs and Experiences of World Language Teachers in the US by Pamela M. Wesely (2024, Hardcover)
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Beliefs and Experiences of World Language Teachers in the Us, Hardcover by Wesely, Pamela M., ISBN 1800415516, ISBN-13 9781800415515, Brand New, Free shipping in the US "This book tells the stories of 15 world language (WL) teachers in the US through rich descriptions of their lived worlds and experiences. It illustrates in detail how teacher beliefs relate to their practices and are mediated and moderated by their learners, institutional demands, equity and access to WL education and other factors"--
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About this product
Product Identifiers
PublisherMultilingual Matters
ISBN-101800415516
ISBN-139781800415515
eBay Product ID (ePID)10064291766
Product Key Features
Number of Pages204 Pages
LanguageEnglish
Publication NameBeliefs and Experiences of World Language Teachers in the Us
Publication Year2024
SubjectStudy & Teaching, Personality, Linguistics / General
TypeTextbook
Subject AreaLanguage Arts & Disciplines, Psychology
AuthorPamela M. Wesely
SeriesPsychology of Language Learning and Teaching Ser.
FormatHardcover
Dimensions
Item Height0.6 in
Item Weight16.2 Oz
Item Length9.2 in
Item Width6.2 in
Additional Product Features
Intended AudienceScholarly & Professional
LCCN2023-051739
TitleLeadingThe
Dewey Edition23
ReviewsContextualized within a comprehensive overview of the current state of world language education in the United States, Wesely draws on her decades of research with world language teachers to craft a thoughtful and thorough set of portraits of K-12 world language teachers. In each case, she represents the ways in which their beliefs are informed by and interact with their teaching practices, the learners in their classrooms, and communities in which they teach., This compelling text paints an intricate portrait of the daily endeavors of K-12 world language teachers in rural, urban, and suburban settings. Dr. Wesely's careful analysis of teacher interviews, student interviews, and classroom observations offers one of the most comprehensive pictures of the relationship between teachers' beliefs and their instructional practices. Current and aspiring teachers can delve into these rich case studies, reflecting upon the work in which world language teachers engage, to enhance their own classroom practices., In this book Wesely offers a unique perspective on world language teaching in today's diverse contexts of instruction. Providing a history of language teaching in the US, current initiatives supporting world language instruction and detailed descriptions of fifteen K-12 world language teachers that unite their beliefs with instructional practices, this book is recommended for world language educators who wish to gain deeper insight into the lived experiences of today's language teachers.
Series Volume Number23
Dewey Decimal418.0092273
Table Of ContentChapter 1: Introduction Chapter 2: Studying the World Language Classroom Chapter 3: Elementary and Middle/Junior High School World Language Teaching Life Chapter 4: The Singleton World Language Teaching Life Chapter 5: Experiences in Small to Mid-Sized World Language Programs Chapter 6: Large World Language High School Programs: The Spanish Teachers Chapter 7: Large World Language High School Programs: Languages Other Than Spanish Chapter 8: Conclusions Appendix A Appendix B References Index
SynopsisThis book tells the stories of 15 world language (WL) teachers in the US through rich descriptions of their lived worlds and experiences. It illustrates in detail how teacher beliefs relate to their practices and are mediated and moderated by their learners, institutional demands, equity and access to WL education and other factors., This book tells the stories of 15 world language (WL) teachers in the United States at elementary and secondary levels through rich descriptions of their lived worlds and experiences. In-depth interviews, extensive observations, learner interviews, and document and environment analysis illustrate in detail how teacher beliefs relate to their practices and are mediated and moderated by their learners, institutional demands, equity and access to WL education and other factors. The chapters provide a deep and robust explanation of individual teachers' teaching lives and a cross-contextual comparison of their experiences, shining a light on the realities and demands of modern US schools. Grounded in the research literature on language teacher beliefs and cognition, this book takes the stance that all teaching is situated and contextual, and that addressing teachers' methods, practices and knowledges in ways that are divorced from their setting and environment has serious limitations. It offers fascinating insights for researchers, language educators and pre- and in-service teachers, with reflection questions at the end of each chapter to guide readers in drawing connections with their own practice, interests and contexts.
LC Classification NumberP59.3.W47 2024
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