What Works for Qualified English What Works for Qualified English Teachers in Teachers in Universities Universities of Chinaof China??

Liu Zhaohui 刘照惠lzhjyxy@yahoo.com.cn

June 4, 2013

Two principlesTwo principles

Professional quality

Personal quality

Five Current Aspects Five Current Aspects in Teachers’ Developmentin Teachers’ Development

教师的专业发展制度逐步成为大学教育制度的重要组成部分： 未来的教师专业，，将是高学历高水平人才汇聚的行业，也是一个专业素养要求

极高的专业，教师的专业发展制度将逐步成为大学教育制度的重要组成部分。 教师教育研究能力的培养成为教师专业发展的重中之重： 斯腾豪斯的“教师成为研究者”到埃利奥特的“教师成为行动研究者”，再到凯

米斯等人的“教师成为解放性行动研究者 教师专业发展越来越依靠教师教育改革，并要求发挥教师在任职学校的作用：教

师职前培养、职初培训和在职研修做统盘考虑、整体设计 教师任用实现证书化，教师专业工作者的社会形象日趋凸显：：“ (1)教师对学生

及其学习负责，教师熟悉所教科目，并知道如何将其传授给学生； (2)教师负责管理和组织学生的学习； (3)教师要对他们的经验进行系统思考并从经验中学习；(4)教师是学习化社会中的一员。” [教师教育机构和课程实施认定制度，

参加继续教育是教师的权利和义务；教师继续教育原则上每五年为一个培训周期。

Language

Literacy

Content

Concrete Academic Requirements for Concrete Academic Requirements for Qualified Teachers of English in SchoolsQualified Teachers of English in Schools

The First Learning Challenge for ET: The First Learning Challenge for ET:

English Language AcquisitionEnglish Language AcquisitionLearning English well is a huge

challenge since it takes an average of 5-7 years to acquire full proficiency in academic English.

The Second Learning Challenge for ET:The Second Learning Challenge for ET:Reading & Writing in EnglishReading & Writing in English

Literacy Learning: It is a more gradual and difficult task to learn to read in a language in which a teacher is not fully proficient. Literacy skills only begin to catch up with oral language skills when the ET reaches an early advanced to advanced level of proficiency.

The Third Learning Challenge for ET:The Third Learning Challenge for ET:Content KnowledgeContent Knowledge

Content knowledge can only be acquired through meaningful language. The curriculum becomes increasingly abstract and complex as teachers move up through. The likelihood is that ETs’ language proficiency will not keep pace with the growing demands of the curriculum.

One Size Does Not Fit AllOne Size Does Not Fit All

English Learners are given the same Language Arts/Reading curriculum as native-English speakers. It is up to the schools to provide teachers with the expertise and materials to make effective modifications for students or to supplement the “regular” curriculum. Materials do not provide sufficient guidance or support.

Nothing Short Nothing Short of a Scholastic Miracleof a Scholastic Miracle

EL are provided an “intervention” program and labeled “struggling readers.” At this point, they are expected to achieve two years of academic growth per academic year of instruction to catch up with their grade-level peers in reading and writing skills.

But Where is the Content?But Where is the Content?

The majority of EL receive a curriculum so focused on English language acquisition and reading that they are not provided access to systematic content-area instruction, in particular through textbooks written at a reading level that is both comprehensible and sufficiently, but not excessively, challenging. Therefore, they enter universities with gaps in their content knowledge.

And Then in universities?And Then in universities?

EL students are expected to keep pace in core content classes despite gaps in their content knowledge. In addition, very little attention is paid to their lower levels of reading and writing skills, which are normal because they are only beginning to close the gap between oral language skills and literacy skills (academic English).

In universitiesIn universities——The The Band 4 or 6 hurdleBand 4 or 6 hurdle

If EL are not provided the appropriate instruction they require to catch up in univeristies, they will continue to lag behind their peers on in study. They need specific attention to gaps in their content knowledge and targeted development of reading and writing skills to pass Band 4 or 6, which test students at a IELTS or TOEFL level.

Research BaseResearch Base

Longitudinal Bands dataSecond-language acquisition researchSecond-language literacy researchResearch in differentiated instruction,

thematic content-area instruction, content-based instruction.

More Research BaseMore Research Base

Sound principles of curriculum design and effective instruction

Research into the characteristics of effective bilingual and second-language programs for EL

The recharged experience

Implications for Curriculum Reform: Implications for Curriculum Reform: What We Need to DoWhat We Need to Do

Provided with Basic Language Arts & Reading for EL Textbook Adoption

Require textbooks to address the Standards in Language Arts & Reading and in the Content Areas

Provide core curriculum materials and teacher materials for diffentiating instruction in the content areas in universities.

Provide Newcomers Programs Implement reading/writing & study-skills focused

programs

Implications for Teacher Implications for Teacher Education & Professional DevelopmentEducation & Professional Development

Reaffirm the objectives and effective programs for preparing all credential candidates for teaching EL students

Spread information about effective models and programs for teacher preparation for EL

Provide ample funding and access to high-quality professional development for all teachers in effective programs and strategies for teaching EL students.

Thanks