The Language Demands of Immersion Teaching from the Teacher's Perspective in German-Speaking Switzerland

Nonfiction, Reference & Language, Language Arts, Linguistics
Cover of the book The Language Demands of Immersion Teaching from the Teacher's Perspective in German-Speaking Switzerland by Colin Browne, GRIN Verlag
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Colin Browne ISBN: 9783656822844
Publisher: GRIN Verlag Publication: October 24, 2014
Imprint: GRIN Verlag Language: English
Author: Colin Browne
ISBN: 9783656822844
Publisher: GRIN Verlag
Publication: October 24, 2014
Imprint: GRIN Verlag
Language: English

Master's Thesis from the year 2012 in the subject Speech Science / Linguistics, grade: A, University of London (Institute of Education), course: MA TESOL, language: English, abstract: The English immersion programme in the German-speaking part of Switzerland sees various school subjects being taught at upper secondary school level through the medium of English. The aim of this study was to ascertain how the language needs of teachers are currently being met, what language problems teachers have and how future teachers could become more proficient before starting to teach immersively. The aim of this study was to ascertain how the language needs of teachers are currently being met, what language problems teachers have and how future teachers could become more proficient before starting to teach immersively. A qualitative action research study in the form of lesson observations and semi-structured interviews with eight purposefully selected immersion teachers from four different schools produced the following results. Teachers were more or less compelled to decide for themselves what action was required to advance their level and stressed the inadequacy of the Cambridge Proficiency Exam when it came to improving subject-specific and classroom English. The most common language problems cited by immersion teachers encompassed speaking spontaneously and using classroom English. Even though these experienced teachers were now comfortable with their language level, they stressed the need for the following in order to improve teachers' language proficiency before joining the programme: language support not only at the start but also throughout the programme, shadow-teaching opportunities in the Anglosphere, attending specific courses on classroom English, and going on their own immersive language stay extending over several months. Thus, I propose that the educational authorities should adopt a more structured evaluation, testing both general and classroom English and provide consequent training recommendations. In addition, teachers should have access to an English teacher or assistant whom they can contact primarily for proofreading and receiving feedback on lessons.

Colin Browne (BSc(Hons), MA) completed his Bachelor's degree in Meteorology and Mathematics at the University of Reading and Master's degree in Teaching English to Speakers of Other Languages at the University of London's Institute of Education. Since 2005, he has been working as an English Immersion Coach at several upper secondary schools in Cantons Aargau, Thurgau and Zurich.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Master's Thesis from the year 2012 in the subject Speech Science / Linguistics, grade: A, University of London (Institute of Education), course: MA TESOL, language: English, abstract: The English immersion programme in the German-speaking part of Switzerland sees various school subjects being taught at upper secondary school level through the medium of English. The aim of this study was to ascertain how the language needs of teachers are currently being met, what language problems teachers have and how future teachers could become more proficient before starting to teach immersively. The aim of this study was to ascertain how the language needs of teachers are currently being met, what language problems teachers have and how future teachers could become more proficient before starting to teach immersively. A qualitative action research study in the form of lesson observations and semi-structured interviews with eight purposefully selected immersion teachers from four different schools produced the following results. Teachers were more or less compelled to decide for themselves what action was required to advance their level and stressed the inadequacy of the Cambridge Proficiency Exam when it came to improving subject-specific and classroom English. The most common language problems cited by immersion teachers encompassed speaking spontaneously and using classroom English. Even though these experienced teachers were now comfortable with their language level, they stressed the need for the following in order to improve teachers' language proficiency before joining the programme: language support not only at the start but also throughout the programme, shadow-teaching opportunities in the Anglosphere, attending specific courses on classroom English, and going on their own immersive language stay extending over several months. Thus, I propose that the educational authorities should adopt a more structured evaluation, testing both general and classroom English and provide consequent training recommendations. In addition, teachers should have access to an English teacher or assistant whom they can contact primarily for proofreading and receiving feedback on lessons.

Colin Browne (BSc(Hons), MA) completed his Bachelor's degree in Meteorology and Mathematics at the University of Reading and Master's degree in Teaching English to Speakers of Other Languages at the University of London's Institute of Education. Since 2005, he has been working as an English Immersion Coach at several upper secondary schools in Cantons Aargau, Thurgau and Zurich.

More books from GRIN Verlag

Cover of the book Natural products as potential sources of inhibitors of bacterial quorum-sensing by Colin Browne
Cover of the book Muss Strafe in der Schule sein? Eine kritische Auseinandersetzung unter pädagogischen und psychologischen Gesichtspunkten by Colin Browne
Cover of the book Friedrich Nietzsche: Erkenntnis und Moral als Selbstaufhebung by Colin Browne
Cover of the book Risk-Taking in Private Equity. Evaluation of the main value drivers in PE and Comparison of risk measures by Colin Browne
Cover of the book Trinkwasserknappheit - steht die Existenz der Menschheit auf dem Spiel? by Colin Browne
Cover of the book Internet: Der Mythos vom atomkriegssicheren Kommunikationssystem by Colin Browne
Cover of the book Coaching als Instrument der Personalentwickung by Colin Browne
Cover of the book Organisationskultur Theoretische Grundlagen und praktische Problemstellungen by Colin Browne
Cover of the book Positionierung als Kernentscheidung im Marketing by Colin Browne
Cover of the book Scheidungsfamilien - Das gemeinsame Sorgerecht by Colin Browne
Cover of the book Economic liberalisation emerged by Colin Browne
Cover of the book Die Dekabristen - Aufstand und Wirken by Colin Browne
Cover of the book Bilanzkennziffern im Bilanztableau by Colin Browne
Cover of the book Pflegekräfte in der Zentralen Notaufnahme. Haben sich die Kompetenzanforderungen an das Personal verändert? by Colin Browne
Cover of the book Bildung und Erziehung in einer modernen Gesellschaft. Überlegungen von Émile Durkheim by Colin Browne
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy