Реклама. ООО «ЛитРес», ИНН: 7719571260.
Inhalt
Acknowledgements
Abbreviations
1 Introduction. 1.1 Disciplinary relevance of the research
1.2 Personal relevance of the research: the impetus to develop a preschool teacher education research project
1.3 Resulting survey of the research structure and research procedure
2 Relevance of introducing English in preschool. 2.1 Research on early language learning
2.2 Recommendations of education policy for the preschool level. 2.2.1 The European Commission’s recommendations
2.2.2 Austrian education policy for the preschool level
2.2.3 Austrian preschool teacher education curriculum
3 Contextual factors affecting the introduction of English in the multilingual inclusive state preschool. 3.1 Data collection to identify the features of the teacher development context: macro level of case study
3.2 Survey of state preschool teachers’ contexts of work
3.2.1 The size and characteristics of children’s groups
3.2.2 State preschools offering German as a second language
3.2.3 State preschools offering English as a foreign language
3.3 Preschool teachers’ attitudes towards introducing a foreign language generally and English specifically in preschool: perspective of the children
3.4 Preschool teachers’ attitudes towards introducing English in preschool: perspective of the teachers
3.4.1 Preschool teachers’ education in teaching English: offers and needs
3.4.2 Preschool teachers’ communicative English language competence
3.4.3 Preschool teachers’ disposition to teach English to their groups
3.4.4 Logistically accommodating English in the state preschool context
4 Research on professional language teacher education and teacher competences. 4.1 Research on language teacher education in general
4.2 Research on language teacher education for early language learning
4.3 Competences required for teaching English in preschool
4.3.1 Communicative English language competence
4.3.2 Pedagogical content knowledge
5 The preschool teacher education project: researching professional development through an approach of participatory action research
5.1 Survey of the research questions structured as multiple case study
5.2 Aligning research and teacher education through an approach of participatory action research
5.3 An outline of the preschool English teacher education model as support system
5.4 The central features of the preschool English teacher education model. 5.4.1 Teacher education organised as in situ
5.4.2 Teacher education organised as participatory action research
5.4.3 Teacher education organised as reflective practice
5.5 The complexity of roles of the teacher educator and researcher
5.6 The role of the teacher educator to support preschool teachers’ English teaching competences: An overview of the components
5.7 The components of the preschool English teacher education model. 5.7.1 Giving participatory demonstration lesson
5.7.2 Teaching the children cooperatively
5.7.3 Integrating English to support independent practical work
5.7.4 Supporting teachers to develop communicative English language competence
5.7.5 Integrating reflective approaches for professional development
5.7.5.1 Materials development
5.7.5.2 Journal writing
5.7.5.3 Individual personal Interviews
5.7.5.4 Integrating relevant theory
5.8 The content of the teacher education: teaching English through tasks
5.8.1 A survey of task-based language teaching and learning and related approaches
5.8.2 Defining an understanding of tasks that is appropriate for the preschool context
5.8.2.1 Creating a positive and safe language learning environment
5.8.2.2 Considering the task features when designing tasks
5.8.2.3 Providing interactional support to learners
5.8.3 An English course for the children: the structure of the preschool task sequence
6 The research approach: participatory action research and multiple case study design
6.1 Case study design
6.2 Sampling
6.2.1 Context features of the selected preschool sample: meso level of case study
6.2.2 The groups of children in the preschool
6.2.3 The preschool timetable: focus on the morning routine
6.2.4 Profiles of participating preschool teachers
6.2.4.1 Survey of participating preschool teachers as a community of practice
6.2.4.2 Nadia’s profile
6.2.4.3 Marie’s profile
6.2.4.4 Betty’s profile
6.2.4.5 Kathie’s profile
6.3 Data collection
6.3.1 Survey of the action research cycles and related data collection
6.3.2 Survey of the data related to the research questions
6.4 Organising and interpreting the data: presenting findings
6.5 Reflecting on the triple role of colleague, teacher educator and researcher
7 Presenting case study results
7.1 A survey of the implementation process of the research project
7.2 Presenting case study results related to the purposes of the teacher education
7.2.1 The teachers’ re-assessment of their attitudes towards introducing English in preschool
7.2.1.1 Nadia’s re-assessment of her attitude
7.2.1.2 Marie’s re-assessment of her attitude
7.2.1.3 Betty’s re-assessment of her attitude
7.2.1.4 Kathie’s re-assessment of her attitude
7.2.1.5 Summary of participating teachers’ re-assessment of their attitudes as a social community of practice
7.2.2 The teachers’ motivation to become involved in the process of teaching English to preschool children
7.2.2.1 Nadia’s motivation to become involved
7.2.2.2 Marie’s motivation to become involved
7.2.2.3 Betty’s motivation to become involved
7.2.2.4 Kathie’s motivation to become involved
7.2.2.5 Summary of participating teachers’ motivation to become involved in the teaching process as a social community of practice
7.2.3 The teachers’ developing English teaching competences
7.2.3.1 Nadia’s English teaching competences
7.2.3.2 Marie’s English teaching competences
7.2.3.3 Betty’s English teaching competences
7.2.3.4 Kathie’s English teaching competences
7.2.3.5 Summary of participating teachers’ developing English teaching competences as a social community of practice
7.2.4 The teachers’ reflective practice as a social community of practice: a summary
7.3 Evaluating the components of the teacher education model
7.3.1 Participatory demonstration lessons
7.3.2 Teaching the children cooperatively
7.3.3 Independent practical work
7.3.4 Supporting communicative English language competence
7.3.5 Reflective approaches for professional development
7.3.5.1 Materials development
7.3.5.2 Journal writing
7.3.5.3 Individual personal interviews
7.3.5.4 Integrating relevant theory
8 Conclusions and Perspectives
8.1 Effectiveness of the teacher education model
8.2 Transfer potential of the teacher education model to qualify preschool teachers in-service
8.3 Reflection of the research design of the study and suggestions for further research
Bibliography
Appendix. Appendix 1: Materials
Appendix 2: Interview Guidelines
Appendix 3: Questionnaire
Fußnoten. 2.1 Research on early language learning
3.1 Data collection to identify the features of the teacher development context: macro level of case study
3.4.1 Preschool teachers’ education in teaching English: offers and needs
3.4.4 Logistically accommodating English in the state preschool context
4.2 Research on language teacher education for early language learning
4.3.2 Pedagogical content knowledge
5.4.3 Teacher education organised as reflective practice
5.7.1 Giving participatory demonstration lesson
5.7.4 Supporting teachers to develop communicative English language competence
5.8.1 A survey of task-based language teaching and learning and related approaches
5.8.2.1 Creating a positive and safe language learning environment
5.8.2.2 Considering the task features when designing tasks
5.8.2.3 Providing interactional support to learners
6.1 Case study design
6.2 Sampling
6.2.2 The groups of children in the preschool
6.2.3 The preschool timetable: focus on the morning routine
6.2.4 Profiles of participating preschool teachers
6.2.4.2 Nadia’s profile
6.2.4.3 Marie’s profile
6.2.4.4 Betty’s profile
6.2.4.5 Kathie’s profile
6.3.1 Survey of the action research cycles and related data collection
6.3.2 Survey of the data related to the research questions
7.1 A survey of the implementation process of the research project
7.2.1.1 Nadia’s re-assessment of her attitude
7.2.1.2 Marie’s re-assessment of her attitude
7.2.1.2 Marie’s re-assessment of her attitude
7.2.1.3 Betty’s re-assessment of her attitude
7.2.1.4 Kathie’s re-assessment of her attitude
7.2.2.1 Nadia’s motivation to become involved
7.2.2.2 Marie’s motivation to become involved
7.2.2.3 Betty’s motivation to become involved
7.2.2.4 Kathie’s motivation to become involved
7.2.3.1 Nadia’s English teaching competences
7.2.3.2 Marie’s English teaching competences
7.2.3.2 Marie’s English teaching competences
7.2.3.3 Betty’s English teaching competences
7.2.3.4 Kathie’s English teaching competences
7.2.3.4 Kathie’s English teaching competences
7.2.3.5 Summary of participating teachers’ developing English teaching competences as a social community of practice
7.2.4 The teachers’ reflective practice as a social community of practice: a summary
7.3 Evaluating the components of the teacher education model
7.3.1 Participatory demonstration lessons
7.3.2 Teaching the children cooperatively
7.3.3 Independent practical work
7.3.4 Supporting communicative English language competence
7.3.5.1 Materials development
7.3.5.1 Materials development
7.3.5.2 Journal writing
7.3.5.3 Individual personal interviews
7.3.5.4 Integrating relevant theory
8.1 Effectiveness of the teacher education model
8.3 Reflection of the research design of the study and suggestions for further research
Appendix 1: Materials
Appendix 2: Interview Guidelines
Kirsten Birsak de Jersey
English in Inclusive Multilingual Preschools
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“Wenn die Kinder zwischen drei Sprachen jonglieren müssen, finde ich das nicht gut. Als einsprachiges Kind mit großer Freude und Sprachbegabung eventuell” (qu. 3b-2: no).
“Nur für deutschsprachige Kinder” (qu.3b-2: no).
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