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تسجيل

Pre-Service ESL Teachers’ Knowledge about Language and its Transfer to Lesson Planning METHODOLOGY Data Sources Journals and Reflections

المؤلف:  Martha H. Bigelow Susan E. Ranney

المصدر:  Applied Linguistics and Language Teacher Education

الجزء والصفحة:  P183-C11

2026-08-27

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Pre-Service ESL Teachers’ Knowledge about Language and its Transfer to Lesson Planning

METHODOLOGY

Data Sources

Journals and Reflections

To examine the processes participants experienced as they were learning, as well as their feelings about what they were learning, we collected journals and reflections. The journals were written at the end of 6 class meetings of the grammar class. These pieces were allotted approximately 15 minutes at the end of the 6 classes when they were collected. We do not see them as reflections per se, because they were not done at the participants’ leisure. We do feel that there was sufficient time to obtain clear articulations of students’ initial reactions and feelings, which is what we were interested in collecting. Therefore, our choice of the term journal is loosely applied. The journal prompts asked participants explicitly to connect new information learned in class to the K-12 classroom setting, and to explain points of confusion. The prompts had a slightly different focus each time, depending on the lessons of the day so while students were journaling, Ranney documented what occurred in class that day and what prompt was used. The reflections were collected from the thematic units written for the pedagogy course. The reflections required participants to write about the process of creating their thematic units in their pedagogy course, implementing them, and how their choices were informed by their course readings. While the reflections were a required part of the thematic units, participants were not specifically asked to discuss grammar integration. Therefore, we limited our analysis of these reflections to instances where they specifically discussed integrating language and content.