A Study on Teacher Candidates’ Questioning Strategies for English Learners through an Interactive Classroom Simulation

Authors

Alex P. Davies Ph.D., Portland State UniversityFollow
Donita Grissom Ph.D., University of Central FloridaFollow
Michele Regalla Ph.D., University of Central FloridaFollow

Keywords

Teacher preparation, English learners, Questioning strategies, Interactive classroom simulation, Interactive avatars, ESOL Education

Abstract

This study examines a classroom simulation workshop designed for teacher candidates (TCs) to practice questioning strategies with English learners (ELs) at various English proficiency levels, through the lens of sociocultural theory. Data was collected from an assignment in an ESOL methods course consisting of questions that TCs prepared before the simulation, revised after the simulation, and responses to an open-ended questionnaire. Findings show that TCs made their questions comprehensible for beginner level ELs, however, overextended their question modification to both the intermediate and advanced levels. Implications highlight the importance of practicing questioning strategies that are appropriate for all proficiency levels.

DOI

10.15760/nwjte.2020.15.1.6

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier

https://archives.pdx.edu/ds/psu/32821

Recommended Citation

Davies, Alex P. Ph.D.; Grissom, Donita Ph.D.; and Regalla, Michele Ph.D. (2020) "A Study on Teacher Candidates’ Questioning Strategies for English Learners through an Interactive Classroom Simulation," Northwest Journal of Teacher Education: Vol. 15 : Iss. 1 , Article 6.
DOI: https://doi.org/10.15760/nwjte.2020.15.1.6