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MULTICULTURAL MULTILINGUAL FAMILY-SCHOOL PARTNERSHIPS IN HAWAIʻI: “A BACK AND FORTH RELATIONSHIP”
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Proposta didàctica d’introducció de les llengües familiars a l’aula de primària
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A Linguistic Ethnography of Laissez Faire Translanguaging in Two High School English Classes
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Multilingual Education in Classrooms with Multiple Mother Tongues: A Case Study of Pedagogical Possibilities
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The Unity of Cognition and Emotion in Preschool Teachers' Understandings of Language Learning and Language Use
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Learning in Multilingual Contexts: Language Policies, Cross-Linguistic Transfer, and Reading Interventions
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Translanguaging as an Agentive, Collaborative and Socioculturally Responsive Pedagogy for Multilingual Learners
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An Examination of Teacher Practices for the Instruction of French as a Third Language among Spanish-Speaking Students in Georgia
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Abstract:
As the U.S. becomes increasingly diverse and multicultural, World Language (WL) instruction can no longer be aimed toward monolingual English-speaking students acquiring a second language. High school students enrolled in WL courses often speak a variety of languages, with Spanish being the second most commonly spoken language in the U.S. Nevertheless, it is presently unknown what strategies are used with bilingual and heritage speakers of Spanish, and to what degree WL educators are prepared to teach a third language (L3) to Spanish-speaking students. To gain an in-depth understanding of the French teachers’ experiences teaching French as an L3 to Spanish-speaking students, and teachers’ preparation and training with this unique population of learners, a study was conducted utilizing grounded theory. A survey was administered to 100 Georgia high school French language teachers and follow-up interviews were conducted with 10 survey respondents. Data were analyzed qualitatively, and the results revealed the use of research-based strategies when teaching French as an L3. However, the results indicated that French teachers lack sufficient training for teaching French as an L3 to Spanish- speaking students. ; Chapter I: INTRODUCTION 1 -- Background 1 -- French language instruction in Georgia 3 -- Theoretical Framework 6 -- Krashen’s Monitor Model 7 -- Hufeisen’s factor model of multilingual learning 9 -- Statement of the Problem 12 -- Purpose 13 -- Research Questions 13 -- Significance of the Study 13 -- Definition of Terms 15 -- Delimitations 17 -- Limitations 18 -- Summary 18 -- Chapter II: LITERATURE REVIEW 19 -- Introduction 19 -- Bilingualism and Research on L3 Learners. 20 -- The factor model 21 -- The multilingual processing model 22 -- Research on General Strategy Use and Strategy Instruction 23 -- Strategy instruction and reading comprehension 26 -- Strategy instruction and listening comprehension 28 -- Strategy instruction and verbal communication 30 -- Strategy instruction and learning contexts 33 -- Strategy instruction and treatments 34 -- Strategy instruction and outcomes 35 -- Oxford’s Strategy System 37 -- Memory strategies 37 -- Cognitive strategies 38 -- Compensation strategies 38 -- Metacognitive strategies 39 -- Affective strategies 39 -- Social strategies 40 -- Research on Oxford’s Strategy Inventory for Language Learning (SILL) 40 -- Strategies for Teaching Spanish-speaking Students 41 -- ACTFL World-Readiness Standards and CAEP/InTASC Teacher Preparation Guidelines 42 -- The Georgia Performance Standards for Modern Languages 44 -- Chapter III: METHODOLOGY 47 -- Introduction 47 -- Research Design and Rationale 47 -- Population and Sample 49 -- Instruments and Measures 50 -- Oxford’s Strategy Inventory for Language Learning (SILL) 51 -- Follow-up Interviews 52 -- Validity and Reliability of the Instruments 53 -- Reporter Bias 55 -- Researcher Bias 55 -- Data Collection Procedures 56 -- Consent procedures and confidentiality 58 -- Data Analysis and Coding 59 -- Chapter IV: RESULTS 60 -- Introduction 60 -- Research Questions 60 -- Participant Demographics 61 -- Participant Interviews 63 -- Data Analysis 65 -- Descriptive analyses of the SILL 65 -- The most and the least frequently used strategy items. 66 -- Interview findings 68 -- Open Coding 68 -- Axial Coding 70 -- Selective coding 71 -- Identification of Emerging Categories 73 -- Benefits of Spanish-speaking students 73 -- Struggles of Spanish-speaking students 74 -- Frespañol 76 -- Teachers’ own knowledge of Spanish 78 -- Teacher Training 78 -- Teacher actions 80 -- Culture 83 -- Emergent themes 84 -- The Theory of Teacher Interaction with Spanish-speaking Students 85 -- Summary 87 -- Chapter V: DISCUSSION 89 -- Introduction 89 -- Discussion of Results 90 -- Theme 1: Spanish-speaking Student Identity 92 -- Theme 2: Language and Culture 95 -- Theme 3: Teacher Role 97 -- The Grounded Theory 101 -- Theoretical Model 102 -- Implications for Policy and Practice 103 -- Pedagogical Implications 104 -- Limitations of the Study 106 -- Participant availability 106 -- Respondent subjectivity 107 -- Researcher bias 107 -- Unmeasured Spanish-language proficiency 108 -- Suggestions for Future Research 109 -- Conclusion 109 -- REFERENCES 111 -- APPENDIX A: High School French Language teachers in Georgia 135 -- APPENDIX B: Strategy Inventory for Language Learning (SILL) 138 -- APPENDIX C: Teacher Background Questionnaire 142 -- APPENDIX D: Interview Questions 145 -- APPENDIX E: Institutional Review Board Approval 147 -- APPENDIX F: Permission to Use SILL 149 -- APPENDIX G: Permission to Reprint Figure 1 151 -- APPENDIX H: Analysis of the Benefits Category 153 -- APPENDIX I: Analysis of the Struggles Category 155 -- APPENDIX J: Analysis of the Frespañol Category 157 -- APPENDIX K: Analysis of the Teachers’ Knowledge Category 159 -- APPENDIX L: Analysis of the Teacher Training Category 161 -- APPENDIX M: Analysis of the Teacher Action Category 163 -- APPENDIX N: Analysis of the Culture Category 166. ; Russell, Victoria ; Schmerzing, Lorraine ; Davidson, Kelly F. ; Ocasio, Michelle A. ; Cruz, Becky K. da ; Ed.D. ; Education in Curriculum and Instruction
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Keyword:
Academic--United States; Bilingual; Dissertations; Education; French language--Instruction and study; Heritage language speakers; Multilingual education; Multilingualism; Teachers--Training of
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URL: https://hdl.handle.net/10428/3766
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From Policy to Local Practice: an Implementation Study of the Mother Tongue-based Multilingual Education in the Philippines
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Inclusive approach to languages in a minority situation : the case of Scotland ; Approche inclusive des langues en situation minoritaire : le cas de l'Ecosse
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In: https://tel.archives-ouvertes.fr/tel-02055796 ; Linguistique. Université Michel de Montaigne - Bordeaux III, 2018. Français. ⟨NNT : 2018BOR30058⟩ (2018)
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From Policy to Local Practice: an Implementation Study of the Mother Tongue-based Multilingual Education in the Philippines ...
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Grammar Writing for Mother Tongue Based Multi-Lingual Education
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O português em Timor-Leste : presença da língua nas salas de aula de escolas do 1º e 2º ciclos de Díli, Lautém, Manatuto e Bobonaro
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