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Fostering imagined communities in th...

Abugasea Heidt, Marium.

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Fostering imagined communities in the secondary foreign language classroom: Understanding experiences, connections, memberships, and motivations.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Fostering imagined communities in the secondary foreign language classroom: Understanding experiences, connections, memberships, and motivations./
Author:	Abugasea Heidt, Marium.
Description:	237 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
Contained By:	Dissertation Abstracts International77-02A(E).
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3722977
ISBN:	9781339054537

Fostering imagined communities in the secondary foreign language classroom: Understanding experiences, connections, memberships, and motivations.
Abugasea Heidt, Marium.

Fostering imagined communities in the secondary foreign language classroom: Understanding experiences, connections, memberships, and motivations. - 237 p.

Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.

Thesis (Ph.D.)--University of Wyoming, 2015.

This qualitative study explores the implementation of imagined communities-based curricular elements into two eighth grade German classes with the intention of fostering students' imagined community memberships and connections with other speakers of German. In developing curricular elements meant to help students better imagine themselves using the language in meaningful ways, with the possibility of someday using their language skills while in a German-speaking community, the goal was to better understand students' experiences over the course of an academic year. Imagined communities, communities of practice, and second language acquisition motivational theories were used to frame and understand students' experiences. In gathering and analyzing responses to the new curricular elements, it was found that the students and teacher experienced more in-depth, richer study. Additionally, it emerged that students' understandings of culture, connection, and community memberships had different meanings and requisites and as a result they experienced them in different ways and to varying degrees. Motivations were also explored and it was found that students had different motivations to study the language and those motivations led to different levels of investment and enjoyment in language learning. Overall, most students and the teacher had more positive experiences as a result of the added imagined communities-based curricular elements.

ISBN: 9781339054537Subjects--Topical Terms:

3172512
Foreign language education.

Fostering imagined communities in the secondary foreign language classroom: Understanding experiences, connections, memberships, and motivations.
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245 1 0 $a Fostering imagined communities in the secondary foreign language classroom: Understanding experiences, connections, memberships, and motivations.
300 $a 237 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
500 $a Advisers: Leslie Rush; Jason Hendryx.
502 $a Thesis (Ph.D.)--University of Wyoming, 2015.
520 $a This qualitative study explores the implementation of imagined communities-based curricular elements into two eighth grade German classes with the intention of fostering students' imagined community memberships and connections with other speakers of German. In developing curricular elements meant to help students better imagine themselves using the language in meaningful ways, with the possibility of someday using their language skills while in a German-speaking community, the goal was to better understand students' experiences over the course of an academic year. Imagined communities, communities of practice, and second language acquisition motivational theories were used to frame and understand students' experiences. In gathering and analyzing responses to the new curricular elements, it was found that the students and teacher experienced more in-depth, richer study. Additionally, it emerged that students' understandings of culture, connection, and community memberships had different meanings and requisites and as a result they experienced them in different ways and to varying degrees. Motivations were also explored and it was found that students had different motivations to study the language and those motivations led to different levels of investment and enjoyment in language learning. Overall, most students and the teacher had more positive experiences as a result of the added imagined communities-based curricular elements.
590 $a School code: 0264.
650 4 $a Foreign language education. $3 3172512
650 4 $a Curriculum development. $3 684418
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710 2 $a University of Wyoming. $b Curriculum & Instruction. $3 1026503
773 0 $t Dissertation Abstracts International $g 77-02A(E).
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3722977