Cognitive Demands and Strategic Preparedness of Novice English Teachers for ELL Instruction in Zhejiang province, China

Abstract

Abstract This study explores the cognitive challenges and preparedness of novice English language teachers in Zhejiang Province, China, for teaching English Language Learners (ELLs). Addressing the gap in research on the application of theoretical frameworks in this context, the qualitative descriptive research involved 15 novice educators through interviews, observations, and document analysis. It is grounded in Illeris' Contemporary Learning Theory and Vygotsky's Sociocultural Theory. Key findings include the identification of significant cognitive challenges in addressing diverse learning needs and knowledge gaps among ELLs. The study also highlights the effective use of metacognitive techniques and scaffolding in ELL instruction. It underscores the need for comprehensive teacher training in China, advocating for programs that go beyond linguistic skills to include varied pedagogical strategies, catering to the complex requirements of ELL students.