What Works for Qualified English Teachers in Universities of China ? Liu Zhaohui 刘照惠 June 4, 2013

Two principles Professional quality Personal quality

Five Current Aspects in 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 Qualified Teachers of English in Schools

The First Learning Challenge for ET: English Language Acquisition Learning 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: Reading & 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: Content 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 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 of 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? 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? 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 universities—The Band 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 Base Longitudinal Bands data Second-language acquisition research Second-language literacy research Research in differentiated instruction, thematic content-area instruction, content- based instruction.

More 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: What 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 Education & 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