Building Language Proficiency for Literacy Teacher Development: A Workshop Review
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| Title: | Building Language Proficiency for Literacy Teacher Development: A Workshop Review |
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| Language: | English |
| Authors: | Nabanita Baruah |
| Source: | Texas Association for Literacy Education Yearbook. 2024 11:63-72. |
| Availability: | Texas Association for Literacy Education. PO Box 451761, Houston, TX 77245. e-mail: taleyearbook@gmail.com; Web site: http://www.texasreaders.org/yearbooks.html |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Literacy, Faculty Development, Language Proficiency, Teacher Workshops, Foreign Countries, Rural Schools, English (Second Language), Communication Skills, Second Language Instruction, Language Teachers, Teaching Methods, Educational Technology, Geographic Location, Geographic Isolation |
| Geographic Terms: | India, Texas |
| ISSN: | 2374-0590 |
| Abstract: | This paper reviews a two-day workshop held in the eastern part of Assam, India in 2020, aimed at enhancing English communication skills among rural school teachers in India. The workshop was facilitated by experienced educators and a Global Teacher Grant recipient. The workshop facilitators collaborated with language specialists to deliver comprehensive English as a Second Language (ESL) training for teaching emergent bilingual students (EBs) and using innovative strategies and technology to overcome geographical barriers. This review presents a contextual background, literature review, observation tools for evaluating workshop activities, and findings. It highlights the necessity for continuous teacher support and professional development for literacy teachers. Insights from the review contribute to a professional development program for ESL and English Language Arts and Reading (ELAR) teachers in Texas, with an emphasis on improving students' language proficiency through innovative instructional approaches. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1452206 |
| Database: | ERIC |
| Abstract: | This paper reviews a two-day workshop held in the eastern part of Assam, India in 2020, aimed at enhancing English communication skills among rural school teachers in India. The workshop was facilitated by experienced educators and a Global Teacher Grant recipient. The workshop facilitators collaborated with language specialists to deliver comprehensive English as a Second Language (ESL) training for teaching emergent bilingual students (EBs) and using innovative strategies and technology to overcome geographical barriers. This review presents a contextual background, literature review, observation tools for evaluating workshop activities, and findings. It highlights the necessity for continuous teacher support and professional development for literacy teachers. Insights from the review contribute to a professional development program for ESL and English Language Arts and Reading (ELAR) teachers in Texas, with an emphasis on improving students' language proficiency through innovative instructional approaches. |
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| ISSN: | 2374-0590 |
