Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Bilingual classroom (1)
- Bilingual writing (1)
- Classroom (1)
- Connection (1)
- Curricular (1)
-
- Discussions (1)
- Foreign language (1)
- Functions (1)
- Graduate student (1)
- Hybrid (1)
- Intermediate (1)
- Investigating (1)
- Language (1)
- Learners (1)
- Learning (1)
- Literary (1)
- Pedagogical (1)
- Perceptions (1)
- Replication (1)
- Researching (1)
- Speaking (1)
- Teaching Spanish and English writing (1)
- Teaching methodologies (1)
- Technology (1)
- Publication
- Publication Type
Articles 1 - 5 of 5
Full-Text Articles in Social and Behavioral Sciences
Revising Our Curriculum/ Empowering Students: Teachers’ Preparation And Perceptions About Bilingual Writing, Maria Luisa Spicer-Ecalante
Revising Our Curriculum/ Empowering Students: Teachers’ Preparation And Perceptions About Bilingual Writing, Maria Luisa Spicer-Ecalante
Languages, Philosophy, and Communication Studies Faculty Publications
While emphasis on writing instruction has been a main concern in teaching Spanish to bilingual students in the U. S., it is an area in which very few theoretical advances have been made; in Mexico’s case the situation is even more challenging. Therefore, based on classroom observations, and individual interviews with both teachers and students, and on the collection of class syllabi, this paper seeks to describe the current state of affairs regarding Spanish and English writing instruction for bilingual students in both countries. The main objectives are: 1) the analysis and comparison of the diverse teaching methodologies that high …
Fostering Effective French Communication In The Classroom, Lindi Brown
Fostering Effective French Communication In The Classroom, Lindi Brown
All Graduate Plan B and other Reports, Spring 1920 to Spring 2023
This portfolio is a compilation of work the author completed while in the Master of Second Language Teaching (MSLT) program at Utah State University. It is focused on her beliefs of how French should be taught in a university classroom. It also includes three artifacts addressing how a challenging aspect of the language should be taught, how authentic literature can be utilized in the classroom, and why the French culture should be incorporated into the curriculum. Finally, there is an annotated bibliography of books and articles which have shaped the author’s beliefs and opinions about teaching French as a foreign …
Investigating Foreign Language Graduate Student Instructors’ Perceptions And Use Of Technology In The Classroom, Joshua J. Thoms
Investigating Foreign Language Graduate Student Instructors’ Perceptions And Use Of Technology In The Classroom, Joshua J. Thoms
Joshua J. Thoms
This study investigates how graduate student instructors (GSIs) in several universities across the United States perceive and make use of technology to teach foreign language (FL) courses. Results indicate that while the majority of GSIs receive some kind of training in computer assisted language learning (CALL) upon entering their programs, much of the training focuses on technologies that are not Web 2.0 tools (e.g., wikis, blogs, social networking sites). Specifically, participants indicate that they use PowerPoint, grammatical and lexical websites, and discussion boards most often in teaching. Survey results also suggest that lack of planning time, limited online exercises that …
Hybrid Language Teaching And Learning: Assessing Pedagogical And Curricular Issues, Joshua J. Thoms
Hybrid Language Teaching And Learning: Assessing Pedagogical And Curricular Issues, Joshua J. Thoms
Joshua J. Thoms
In recent years, several economic factors have led to an increase in the number of hybrid courses offered in foreign language departments at the post-secondary level in the United States (U.S.). Hybrid courses incorporate several technological applications not typically used in a traditional face-to-face course. Hybrid courses combine contact time in a traditional classroom with virtual days, in which students are responsible for working with content on their own or in small groups outside of the classroom. This study reports on student and instructor perceptions of and reactions to a hybrid course piloted in three lower-level Spanish language courses at …
Researching The (Dis)Connection Between Literary Discussions And Speaking Functions: A Replication With Intermediate Learners, Joshua J. Thoms
Researching The (Dis)Connection Between Literary Discussions And Speaking Functions: A Replication With Intermediate Learners, Joshua J. Thoms
Joshua J. Thoms
Responding to the call for more replication studies in the fields of second language acquisition and applied linguistics (Ortega, 2009; Polio & Gass, 1997), this chapter reports on a conceptual study based on the work of Donato and Brooks (2004). The current study is different in that it analyzes whole-class discussions in Spanish between an instructor and her 19 students in an introductory Spanish literature course (i.e., 5th semester) at the college level. One overarching research question is explored along with two sub-questions: (1) Does an introductory-level literature course for Spanish language learners provide occasions during whole-class discussion for participation …