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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Self-Regulatory Strategies Of Foreign Language Learners: From The Classroom To Study Abroad And Beyond, Heather W. Allen
Self-Regulatory Strategies Of Foreign Language Learners: From The Classroom To Study Abroad And Beyond, Heather W. Allen
Heather Willis Allen
This study explores how three “good language learners” developed motivational self-regulation strategies during and after SA. Two research questions were addressed: 1) What motivational self-regulation strategies did the participants evidence during SA in relation to their stated language-learning goals? 2) Were the participants able to maintain their language-learning motivation following SA and, if so, what ongoing self-regulation strategies did they use?
Study Abroad, Foreign Language Use, And The Communities Standard, Heather W. Allen, Beatrice Dupuy
Study Abroad, Foreign Language Use, And The Communities Standard, Heather W. Allen, Beatrice Dupuy
Heather Willis Allen
Although participation in multilingual communities around the world has been understood to be the raison d'être for foreign language study, the Communities standard has been portrayed as an extracurricular experience and more difficult to weave into instruction than the other standards. This article addresses two questions: 1. Does a study abroad experience facilitate meeting the Communities standard? and 2. How can collegiate foreign language curricula enhance the study abroad experience and fulfillment of the Communities standard? Current trends in study abroad participation by U.S. undergraduates and key research findings on study abroad related to the Communities standard are reviewed. Numerous …
Evolving Notions Of Literacy-Based Teaching: A Case Study Of Graduate Student Instructors, Heather W. Allen, Beatrice Dupuy
Evolving Notions Of Literacy-Based Teaching: A Case Study Of Graduate Student Instructors, Heather W. Allen, Beatrice Dupuy
Heather Willis Allen
The effectiveness of professional development for future foreign language (FL) professors is more salient than ever given the significant role played by graduate student instructors (GSIs) in undergraduate education and recent calls for change in the collegiate FL curriculum requiring sophisticated understandings of integrating the teaching of language, literature, and culture. Taking a sociocultural theory perspective, this chapter reports on a study of five FL GSIs’ experiences learning to teach that sought to determine how participation in an advanced pedagogy seminar influenced GSIs’ notions of literacy as a framing construct for collegiate FL curricula. Findings showed that through involvement in …