CUR - The Council on Undergraduate Research

Online International Phonics Professional Development for Non-Native English Speaking Educators in Developing Nations: Facilitating Direct Interaction Between Professional Development and Instruction

Morgan Alexander, Melissa Collum, Educational Studies, University of Wisconsin - La Crosse, 1725 State St, La Crosse WI, 54601

This poster examines the confidence of Non-native English-Speaking Educators (NNESE) in developing nations in relation to their English reading, writing, and speaking skills, as well as their desire to participate in an online, international professional development in phonics. The root of this experience developed while the researcher spent time in Nepal evaluating NNESE instruction and providing professional development opportunities in phonics to the Nepalese educators. The researcher observed a disconnect between the Nepalese educator’s English Language speaking confidence and their confidence in English Language instruction. The researcher conducted a survey of NNESE who teach children in developing nations between the ages of five and twelve. The majority of educators surveyed were females between the ages of 18 and 24 who taught in either Nepal or Rwanda.  Participants were contacted about the survey through convenience sampling and received the survey through email.The results validate the researchers observations made in Nepal. Participants expressed a need for an online professional development that facilitates the direct interaction between what these educators are learning and their English Language instruction. The results warrant the following recommendations: 1) development of an international phonics professional development program that offers a series of online sessions, 2) access to online phonics instruction and support, 3) and continued research into supporting NNESE in developing nations. 

Additional Abstract Information