A Duoethnography of a Chinese Pre-Service Teacher's Encounters with Young Learner Spelling Errors in the English Classroom

Dados Bibliográficos

ID5900566
AutoresYimei Jing (University of Macau), Bruce L Reynolds (0000-0002-3984-2059, University of Macau, autor correspondente)
Ano2022
Volume7
Fascículo4
Páginas298
Data de publicação2022-11-23
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoLanguages (JOURNAL)
Identificadores do periódicoISSN: 2226-471X • E-ISSN: 2226-471X
EditoraMDPI AG (PUBLISHER • IT)
DOI10.3390/languages7040298
OpenAlexW4309849255
IdiomaEN
Referências citadas37

A large body of research has indicated that young second language (L2) learners often have problems with spelling, such as letter omission and mis-ordering. To give due attention to this issue, a duoethnographic study was undertaken by two researchers from different language education backgrounds. The data were collected by way of 18 conversations (86,213-word transcription). These transcribed conversations were then reconstructed in order to accurately present the dialogue that took place between the two researchers. The conversations centered around four themes related to young Chinese learners' English spelling issues, namely: the roles of a practicum mentor and supervisor; factors resulting in young learners' spelling issues; the relationship between spelling and reading; implications for future teaching. The findings of this study suggest that future English teachers of young learners should implement morphological instruction, encourage students to read more, instruct students on how to make and use word cards, and explain how delayed copying should be used for spelling practice. This duoethnograpy also suggests that mentors, supervisors, and pre-service teachers should engage in duoethnographic research in order to better understand mentoring, supervision, and teaching issues, whilst also promoting professional development

Copying · Linguistics · Mathematics education · Pedagogy · Practicum · Spelling · Transcription (linguistics · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Writing and Handwriting Education