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Defining A Cross Content, Cross Cultural Curriculum For Foreign Language, Hannah P. Seage
Defining A Cross Content, Cross Cultural Curriculum For Foreign Language, Hannah P. Seage
Honors Theses
This thesis posits a 4th grade foreign language curriculum emphasizing cultural content in a parallel structure to social studies content as a means of addressing the interdisciplinary literacy stressed in the new Common Core State Standards (CCSS). Both the cultural content element and the parallel curriculum structure are compared to viable alternative emphases or structures prevalent in contemporary pedagogical material and practice. Standards of comparison for content foci are derived from the American Council on the Teaching of Foreign Languages (ACTFL) World Readiness Standards for Learning Languages aligned with the CCSS and standards of comparison for curriculum structure are derived …
Developing A Cross-Cultural And Cross-Content Foreign Language Curriculum, Sophia R. Seage
Developing A Cross-Cultural And Cross-Content Foreign Language Curriculum, Sophia R. Seage
Honors Theses
This thesis seeks to clarify the implementation of the cross-cultural and interdisciplinary French curriculum described in the associated work, Defining a Cross-Cultural and Cross-Content Foreign Language Curriculum (Seage). Using Social Studies as the primary source of cross-content exchange, the proposed curriculum is composed of three units of entry level French instruction that position the learner to acquire a second language through the broader process of acquiring an understanding of a second culture. By connecting the underlying philosophy outlined in the accompanying work to the recently implemented Common Core State Standards and the American Council on the Teaching of Foreign Languages' …
Resisting (And Reproducing) Language Domination In A Bilingual Kindergarten Classroom, Roxana Gamble
Resisting (And Reproducing) Language Domination In A Bilingual Kindergarten Classroom, Roxana Gamble
Honors Theses
In modern U.S. society, English is considered the language of power while Spanish is considered a minority language, unfit for academic or professional settings. These macro-level power inequalities are evident in micro-level interactions between students and teachers in mainstream schools. Dual language education programs, however, attempt to challenge this ideology by elevating the status of minority languages and their speakers. In this study, I use an ethnographic/discourse analysis approach to examine how one teacher's practices in a dual language kindergarten classroom work to both reproduce and resist dominant ideologies about Spanish. Through participant-observation, interviews, and audio recordings of naturallyoccurring speech, …
!Que Aproveche! An American Student's Encounter With The Culture And Language Of Spanish Food, Amanda Mills
!Que Aproveche! An American Student's Encounter With The Culture And Language Of Spanish Food, Amanda Mills
Honors Theses
As a language teacher, culture is one of the most challenging things to convey to students. It is relatively straightforward to introduce grammar and vocabulary, but culture is an entirely different topic, one that adds a level of complexity that is difficult to describe and harder to convey. I wish I could give students a living, breathing experience of what it is like to visit or live in a Spanish-speaking country, but school budgets and instructional hours typically do not allow for that. To apply my knowledge of Spanish and make it accessible and meaningful to students, I designed a …