Holli Schauber - Academia.edu (original) (raw)

Papers by Holli Schauber

Research paper thumbnail of The Medium Is the Message

TESOL Journal, Dec 1, 2001

Research paper thumbnail of Using the EPOSTL for Dialogic Reflection in EFL Teacher

For many pre-service English as a Foreign Language (EFL) teachers and their mentors, the theory a... more For many pre-service English as a Foreign Language (EFL) teachers and their mentors, the theory and practice driven European Portfolio for Student Teachers of Languages (EPOSTL) 3 occupies a prominent and practical role in their preparation programs as a delivery system of core pedagogical skills and knowledge. Interest in the role that dialogical reflection plays in this process is studied in an EFL teacher education program at a Swiss university that relies heavily on the EPOSTL for the professional development awareness-raising. While the EPOSTL contributes valuable core knowledge to the processes of dialogic and mentored-reflection, certain program components provide more opportunities for scaffolded reflection than others.

Research paper thumbnail of The development of primary and secondary pre-service teachers' beliefs about constructivist and transmission-oriented teaching

Introduction Recent literature contrasts constructivist and transmissive teaching approaches. Cur... more Introduction Recent literature contrasts constructivist and transmissive teaching approaches. Current teacher education programs consider constructivist teaching as the best way to enhance students learning. Objective This paper examines whether pre-service teachers do the same: contrast constructivist and transmissive teaching approaches and rate constructivism as superior for learning gains. Method We drew on several assessment tools from the English-and German language educational literature. From these, we extracted items which we translated into French and submitted to 228 pre-service teachers. They had to provide their degree of agreement on a 6 point Likert scale. Results Factor analysis show a good model fit. Results reveal that pre-service teachers' beliefs are less split than what the educational literature suggests and that support for constructivism depends on the teacher education program. Conclusion As constructivist and transmissive orientations coexist in pre-ser...

Research paper thumbnail of Using the EPOSTL for Dialogic Reflection in EFL Teacher Education

GiST Education and Learning Research Journal, 2015

For many pre-service English as a Foreign Language (EFL) teachers and their mentors, the theory a... more For many pre-service English as a Foreign Language (EFL) teachers and their mentors, the theory and practice driven European Portfolio for Student Teachers of Languages (EPOSTL)3 occupies a prominent and practical role in their preparation programs as a delivery system of core pedagogical skills and knowledge. Interest in the role that dialogical reflection plays in this process is studied in an EFL teacher education program at a Swiss university that relies heavily on the EPOSTL for the professional development awareness-raising. While the EPOSTL contributes valuable core knowledge to the processes of dialogic and mentored-reflection, certain program components provide more opportunities for scaffolded reflection than others.

Research paper thumbnail of The Second Language Components in a Two-Way Bilingual Education Program

Bilingual Research Journal, 1995

With the advent of an increasingly linguistic minority student population in the public schools, ... more With the advent of an increasingly linguistic minority student population in the public schools, program development to maximize these students' learning opportunities is essential. One such program appears to be the Two-Way Bilingual Education model that integrates students from two distinct language backgrounds. Since 1989, one school district in Massachusetts has been offering a Two-Way Bilingual Education program to students from its Spanish and English speaking communities. This article provides a critical description of that program using a fourth grade example. Following the district wide curriculum, and recognizing the necessity of bridging linguistic and cultural differences, this two-way model allows students to develop proficiency in a second language and culture while achieving the objectives of the elementary school curriculum. The need for practical information on existing two-way bilingual education program models is borne out of a resistance by many to recognize bilingual programs as vital aspects of the schooling of language minority students.

Research paper thumbnail of The Second Language Component of Primary French Immersion Programs in Montreal, Quebec, Canada

Bilingual Research Journal, 1995

This article provides a critical description of a long-standing Canadian bilingual program that c... more This article provides a critical description of a long-standing Canadian bilingual program that completely immerses Anglophone students in a French academic context. Support from the target language culture, along with environmental reinforcements, contribute to the academic success of the students and the steady program enrollment. For Anglophone Montrealers, the immersion programs have been a staple of the public school system

Research paper thumbnail of El Uso de EPOSTL para la Reflexión Dialógica en la Educación de los Docentes de Inglés como Lengua Extranjera

For many pre-service English as a Foreign Language (EFL) teachers and their mentors, the theory a... more For many pre-service English as a Foreign Language (EFL) teachers and their mentors, the theory and practice driven European Portfolio for Student Teachers of Languages (EPOSTL)3 occupies a prominent and practical role in their preparation programs as a delivery system of core pedagogical skills and knowledge. Interest in the role that dialogical reflection plays in this process is studied in an EFL teacher education program at a Swiss university that relies heavily on the EPOSTL for the professional development awareness-raising. While the EPOSTL contributes valuable core knowledge to the processes of dialogic and mentored-reflection, certain program components provide more opportunities for scaffolded reflection than others.Para muchos docentes en formación de inglés como segunda lengua extranjera y sus mentores, la teoría y la práctica guiada por el Portfolio Europeo para Futuros Profesores de Idiomas – EPOSTL, ocupa un papel importante y práctico en sus programas de preparación,...

Research paper thumbnail of Promoting Academic Vocabulary Learning through Screencast Feedback

Babylonia Journal of Language Education, Apr 26, 2022

T e m a Cet article présente une proposition pédagogique sur le potentiel innovant d'une méthode ... more T e m a Cet article présente une proposition pédagogique sur le potentiel innovant d'une méthode numérique relativement nouvelle de rétroaction utilisant le " screencasting ". Les options pratiques qui se dégagent de son utilisation semblent améliorer l'apprentissage du vocabulaire académique en L2 grâce à un retour d'information explicite, direct et interactif. La proposition découle des pratiques de rétroaction par screencast entreprises dans un contexte d'écriture L2 tertiaire facilité par Zoom, impliquant des sessions de conseil de thèse de premier cycle avec des étudiants dont l'anglais à des fins académiques (EAP) n'est pas la langue maternelle.

Research paper thumbnail of The Medium Is the Message

TESOL Journal, Dec 1, 2001

Research paper thumbnail of Using the EPOSTL for Dialogic Reflection in EFL Teacher

For many pre-service English as a Foreign Language (EFL) teachers and their mentors, the theory a... more For many pre-service English as a Foreign Language (EFL) teachers and their mentors, the theory and practice driven European Portfolio for Student Teachers of Languages (EPOSTL) 3 occupies a prominent and practical role in their preparation programs as a delivery system of core pedagogical skills and knowledge. Interest in the role that dialogical reflection plays in this process is studied in an EFL teacher education program at a Swiss university that relies heavily on the EPOSTL for the professional development awareness-raising. While the EPOSTL contributes valuable core knowledge to the processes of dialogic and mentored-reflection, certain program components provide more opportunities for scaffolded reflection than others.

Research paper thumbnail of The development of primary and secondary pre-service teachers' beliefs about constructivist and transmission-oriented teaching

Introduction Recent literature contrasts constructivist and transmissive teaching approaches. Cur... more Introduction Recent literature contrasts constructivist and transmissive teaching approaches. Current teacher education programs consider constructivist teaching as the best way to enhance students learning. Objective This paper examines whether pre-service teachers do the same: contrast constructivist and transmissive teaching approaches and rate constructivism as superior for learning gains. Method We drew on several assessment tools from the English-and German language educational literature. From these, we extracted items which we translated into French and submitted to 228 pre-service teachers. They had to provide their degree of agreement on a 6 point Likert scale. Results Factor analysis show a good model fit. Results reveal that pre-service teachers' beliefs are less split than what the educational literature suggests and that support for constructivism depends on the teacher education program. Conclusion As constructivist and transmissive orientations coexist in pre-ser...

Research paper thumbnail of Using the EPOSTL for Dialogic Reflection in EFL Teacher Education

GiST Education and Learning Research Journal, 2015

For many pre-service English as a Foreign Language (EFL) teachers and their mentors, the theory a... more For many pre-service English as a Foreign Language (EFL) teachers and their mentors, the theory and practice driven European Portfolio for Student Teachers of Languages (EPOSTL)3 occupies a prominent and practical role in their preparation programs as a delivery system of core pedagogical skills and knowledge. Interest in the role that dialogical reflection plays in this process is studied in an EFL teacher education program at a Swiss university that relies heavily on the EPOSTL for the professional development awareness-raising. While the EPOSTL contributes valuable core knowledge to the processes of dialogic and mentored-reflection, certain program components provide more opportunities for scaffolded reflection than others.

Research paper thumbnail of The Second Language Components in a Two-Way Bilingual Education Program

Bilingual Research Journal, 1995

With the advent of an increasingly linguistic minority student population in the public schools, ... more With the advent of an increasingly linguistic minority student population in the public schools, program development to maximize these students' learning opportunities is essential. One such program appears to be the Two-Way Bilingual Education model that integrates students from two distinct language backgrounds. Since 1989, one school district in Massachusetts has been offering a Two-Way Bilingual Education program to students from its Spanish and English speaking communities. This article provides a critical description of that program using a fourth grade example. Following the district wide curriculum, and recognizing the necessity of bridging linguistic and cultural differences, this two-way model allows students to develop proficiency in a second language and culture while achieving the objectives of the elementary school curriculum. The need for practical information on existing two-way bilingual education program models is borne out of a resistance by many to recognize bilingual programs as vital aspects of the schooling of language minority students.

Research paper thumbnail of The Second Language Component of Primary French Immersion Programs in Montreal, Quebec, Canada

Bilingual Research Journal, 1995

This article provides a critical description of a long-standing Canadian bilingual program that c... more This article provides a critical description of a long-standing Canadian bilingual program that completely immerses Anglophone students in a French academic context. Support from the target language culture, along with environmental reinforcements, contribute to the academic success of the students and the steady program enrollment. For Anglophone Montrealers, the immersion programs have been a staple of the public school system

Research paper thumbnail of El Uso de EPOSTL para la Reflexión Dialógica en la Educación de los Docentes de Inglés como Lengua Extranjera

For many pre-service English as a Foreign Language (EFL) teachers and their mentors, the theory a... more For many pre-service English as a Foreign Language (EFL) teachers and their mentors, the theory and practice driven European Portfolio for Student Teachers of Languages (EPOSTL)3 occupies a prominent and practical role in their preparation programs as a delivery system of core pedagogical skills and knowledge. Interest in the role that dialogical reflection plays in this process is studied in an EFL teacher education program at a Swiss university that relies heavily on the EPOSTL for the professional development awareness-raising. While the EPOSTL contributes valuable core knowledge to the processes of dialogic and mentored-reflection, certain program components provide more opportunities for scaffolded reflection than others.Para muchos docentes en formación de inglés como segunda lengua extranjera y sus mentores, la teoría y la práctica guiada por el Portfolio Europeo para Futuros Profesores de Idiomas – EPOSTL, ocupa un papel importante y práctico en sus programas de preparación,...

Research paper thumbnail of Promoting Academic Vocabulary Learning through Screencast Feedback

Babylonia Journal of Language Education, Apr 26, 2022

T e m a Cet article présente une proposition pédagogique sur le potentiel innovant d'une méthode ... more T e m a Cet article présente une proposition pédagogique sur le potentiel innovant d'une méthode numérique relativement nouvelle de rétroaction utilisant le " screencasting ". Les options pratiques qui se dégagent de son utilisation semblent améliorer l'apprentissage du vocabulaire académique en L2 grâce à un retour d'information explicite, direct et interactif. La proposition découle des pratiques de rétroaction par screencast entreprises dans un contexte d'écriture L2 tertiaire facilité par Zoom, impliquant des sessions de conseil de thèse de premier cycle avec des étudiants dont l'anglais à des fins académiques (EAP) n'est pas la langue maternelle.