期刊名称：Dialogues: An Interdisciplinary Journal of English Language Teaching and Research
电子版ISSN：2572-1941
出版年度：2018
卷号：2
期号：1
页码：1-21
DOI：10.30617/dialogues.2.1.2
出版社：North Carolina State University
摘要：The current interest in student performance and evaluation often neglects the impact instruction has on the academic achievement of English Learners. Similarly, recent literature focuses on educators’ specific set of qualities and abilities without considering the implications of selfperception and professional development as instrumental parts of teacher effectiveness. The purpose of this article is to understand the pedagogical experiences of ESOL teachers in an urban high school. Through interviews and observations, this article provides an overview of the instructional realities ESOL educators face in today’s classrooms. Furthermore, findings reveal the relationship between self-perception and instructional performance in the ESOL classroom.
关键词：ESOL teachers; ESOL instruction; Urban public schools; Self-efficacy
