Addressing the Needs of Chinese Pre-service Teachers through Collaborative Action

Research

NECTFL, 2010New York, NYRachel Grant

George Mason University

PURPOSE OF CURRENT STUDY

Designed to Explore research about researchDescribe process of action researchDiscuss impact on two Chinese pre-service teachers

METHODOLOGY

Case study: involving two subjectsInterviewsConferences (individual and small group)Observation of the action research development processSubjects’ reflections on process of action research

PARTICIPANTS

2 pre-service EFL teachersGraduate level studentsCapstone research courseEnglish language learners

QUESTIONSWhat is the interface of what happens when teachers use action research to better understand issues of social and educational equity from inside classroom and schools?

What interrelated cognitive, social, and emotional demands of learning face Chinese pre-service teachers whose socio-cultural and socio-historical orientations to teaching and learning differ from ESL and EFL teacher preparation in the US?

Developmental Model (Lui, 2004)

Puzzlement

Endeavor

Empowerment

PuzzlementHow do I feel

when my self-confidence ischallenged in thetarget culture?

Endeavor How did I

attempt to develop adaptiveculturaltransformativecompetence and create multipleidentities?

EmpowermentWhat did I

do as a NNESteacher toempower mystudents tolearn?

CONCLUSIONS TO DATEEncourage reflectionAccentuate native speaker resourcesBoost confidence by addressing areas of needReinforce need for ongoing language and writing development

FUTURE RESEARCH

Continue process using small group

of NNESTarget NNES teacher in NES teacher group

References

Kamhi-Stein, L.D. (Ed.) (2004). Learning and teaching from experience: Perspectives on nonnative English-speaking professionals. Ann Arbor, MI: The University of Michigan Press.

References

Braine, G. (Ed.)(1999). Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum.Liu, J. (Ed.) (2007). English language teaching in China: New approaches, perspectives and standards. London, UK: Continuum International Publishing Group.