Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
This study investigated two questions: how does a novice ESL teacher experience the implementation of genre pedagogy through the teaching learning/cycle with adult ESL students, and what themes emerge from the diary of the novice ESL teacher? Literature reviewed includes the efficacy of genre pedagogy practices for adult English learners, specifically the teaching/learning cycle, novice teacher research, and the use of diary studies by researchers who also serve as participants. The research gap addressed is genre pedagogy’s application to adult ESL contexts, specifically by a novice ESL teacher. The study was designed as a single participant observation over an eight-week period. Diary entries were written after each class session and were submitted weekly to mentor teachers. Qualitative data analysis used whole text, paragraph level, and sentence level analysis to track thematic patterns in the diary. The results produced two predominant themes: the development of mini teaching/learning cycles in life skills content instruction and the implementation of the teaching/learning cycle for technology instruction, but not for math instruction. Reflective practice and input from the mentor teachers had a strong influence on the development of the novice teacher’s practice of genre pedagogy, particularly the focus on the stages of text deconstruction and joint construction, which comprised the mini teaching/learning cycles. Conversely, the struggle to implement teaching/learning cycles for math may have been due to the novice teacher’s lack of expertise in math content. The study presents implications for teachers and teacher-educators, addresses limitations, and suggests further research opportunities.
Wicht, Steven, ""Implementing Genre Pedagogy In An Adult ESL Classroom: A Novice Teacher’S Diary Study "" (2019). School of Education Student Capstone Theses and Dissertations. 4459.
School of Education Student Capstone Theses and Dissertations