Existing research efforts have been made to examine the factors contributing to professional development of classroom teachers in culturally and linguistically diverse settings, but most studies (see Garcia et al. 2009) focus more on cultural responsiveness with little attention to the linguistic aspect for teacher development (see Aguirre-Munoz et al. 2008).
In this paper, we have described the development of classroom language benchmark assessments for Japanese teachers of EFL with an emphasis on the theoretical rationale for their design.
Thus, central to LSP pedagogy must be the determination of the unique characteristics of each teaching/learning situation, and the exploitation of these characteristics for development of syllabuses, of classroom activities, and of evaluation and assessment.
The program evaluation used teacher and student structured interviews, focus groups, site observations of professional development and classroom activities, and numerical and open-ended survey questions to determine program effectiveness.
From teacher educators' perspective, "appropriate" ways of emotion display was a useful and irrefutable tool to facilitate the development of desirable classroom environments cognitively, motivationally, emotionally, and socially.
In addition, learning conflict resolution skills so that issues are resolved in win-win outcomes for everyone involved and development of strong classroom management skills is essential.
Having described the background to the study, we explain and examine the development of our classroom language benchmark assessment, which is followed by a discussion of potential implications for future research.
(2) Tucker 121 2012 USA General Historical description of development of flipped classroom approach None N/A Reflects on who will control the tools and how their potential can be developed.
As mentioned previously, the development of SCALE-UP claspacem space often involves multiple people.
