{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79706"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79706","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Voices of Experienced ESL Teachers: Insights Into Learning and Teaching","abstract":"In reporting the results, each teacher and their experiences are described individually. This is done for two reasons. First, given the complex nature of teaching and learning, each instructor has a unique set of experiences influencing their teaching and the principles that guide their practice. Describing each participant's network of experiences provides a more accurate picture of who the instructors are and how they go about their work. Second, the field of SLT has been criticized recently for examining teaching without accounting for the context within which it occurs (D. Nunan, 1996). Thus, with each teacher, an effort is made not only to elucidate their experiences and accompanying attitudes and convictions but also the contexts out of which their convictions are born. What these individualized descriptions do, then, is paint a portrait of each teacher.","abstract_html":"In reporting the results, each teacher and their experiences are described individually. This is done for two reasons. First, given the complex nature of teaching and learning, each instructor has a unique set of experiences influencing their teaching and the principles that guide their practice. Describing each participant's network of experiences provides a more accurate picture of who the instructors are and how they go about their work. 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