Attending to digital game play: Approaches to generating, analyzing and theorizing from multi-modal data

Year: 2012

Author: Beavis, Catherine, O'Mara, Joanne

Type of paper: Abstract refereed


Mainstream teachers are often poorly prepared to cater for the increasing number of high needs ESL students entering secondary schools. This project explores the impact of a unit offered to fourth year pre-service mainstream Education students by the Faculty of Education, Monash University, to prepare them for teaching such students. The aim was to explore beginner mainstream teachers' understandings of English as a Second language appropriate teaching strategies and the ways in which they implement these strategies in their teaching practicum. Students' reflective journals, which were part of the normal teaching and learning work of the unit, were collected. In addition, one-hour long focus groups interviews were audio-recorded and transcribed verbatim. The journals and interviews were analysed qualitatively. Preliminary analysis of the data suggests that the student teachers gained a good understanding of ESL students and their cultural and linguistic needs, were able to plan and implement teaching techniques that were tailored to the needs of all students, and became aware of effective methods of working cooperatively with ESL specialist teachers. The paper ends with implications for educating mainstream student teachers to teach ESL students.