Learning from ELLs’ Perspectives: Mismatch between ELL and Teacher Perspectives on ELL Learning Experiences

Jenna Shim and Anna Shur

English Language Teaching, 2018, vol. 11, issue 1, 21

Abstract: Situated within Activity Theory, this study investigates and compares ELLs’ perspectives on their own learning and their teachers’ perspectives on their own learning experiences. The predilection carried by this study is that there is a significant value in attending to and understanding how ELL students make meaning of their learning circumstances and compare that to teachers’ perspectives on their students’ learning. This study also assumes that allowing student voice and perspective to be heard in school is a prerequisite for student-centered learning. The authors report that students’ perspectives on what they perceive as the limiting factors for their learning are sharply different from those of their teachers. Students’ perspectives in this study showed that their perspectives on, and attitudes toward, their learning are very much influenced by what teachers do and do not do.

Date: 2018
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://ccsenet.org/journal/index.php/elt/article/download/72213/39569 (application/pdf)
https://ccsenet.org/journal/index.php/elt/article/view/72213 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:11:y:2018:i:1:p:21

Access Statistics for this article

More articles in English Language Teaching from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().