- Teams - Online
- Wednesday 1 December 2021, 16:00–17:30
Teachers’ explicit attitudes towards the language disorder identification process in bilingual children.
A common issue in UK schools is that teachers find it difficult to differentiate between a typically developing bilingual child, and a bilingual child showing signs of a language disorder. As there is very little guidance available, teachers may find themselves relying on their own attitudes (beliefs/opinions) to make decisions. Additionally, few studies have examined what teachers think or do before other professionals like speech and language therapists become involved.
This talk will be an overview of my PhD project, with specific emphasis on my first study: an investigation of primary school teachers’ explicit attitudes towards their role in the language disorder identification process, and if these attitudes predict: 1) teachers’ accuracy at identifying signs of language disorders in bilingual children of concern, and 2) teachers’ likelihood of referring bilingual children to speech and language therapy. My research aims to provide new evidence for how teachers’ attitudes affect pedagogical decision-making for bilingual pupils. I will outline the theoretical and applied bases of my research, and discuss my first study’s initial findings.
The role of using technology in promoting English teachers’ Perceived Pedagogical Content Knowledge (Case study: using WhatsApp)
This study is an attempt to examine the impact of Mobile-Assisted Language Teaching on promoting and facilitating teaching and learning English language skills in Iran and the wider perspective of the global educational system. These days, technology development is becoming more and more important that makes learning and teaching easier than previous time. Technology is changing the teaching and learning of English language globally and consequently mobile assisted teaching plays a crucial role in this field. Therefore, the main purpose of this research is an attempt to investigate using technology (using WhatsApp) in promoting teachers' educational knowledge, particularly their perceived Pedagogical Content Knowledge (PCK) in non-native English-speaking countries. This study also investigates the moderating role of in-service teachers’ gender and age as well as the mediating role of technological knowledge on the relationship between technology usage and PCK. The sample size of this study is 715 in-service English language teachers working in Language Centres. The mixed-methods research design will be adopted in this study. I will be applying the self-assessment survey to collect data and will be using statistical analysis to test the hypotheses. Semi-structured interviews will be conducted to collect qualitative research data. This study is in progress so that, the data collection will be commenced early next year. It is expected that this study identifies factors associated with increased in-service English language teachers’ perceived pedagogical content knowledge.
Keywords: Technology usage, PCK, Technological knowledge, In-service English Teachers, Iran.