東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The articulation of novice foreign l...

Hill, Robyn Alexandra.

FindBook

Google Book

Amazon

博客來

The articulation of novice foreign language teacher needs in relation to teaching contexts and discourse about languages and language learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The articulation of novice foreign language teacher needs in relation to teaching contexts and discourse about languages and language learners./
作者:	Hill, Robyn Alexandra.
面頁冊數:	238 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4252.
Contained By:	Dissertation Abstracts International63-12A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3074055
ISBN:	0493941002

The articulation of novice foreign language teacher needs in relation to teaching contexts and discourse about languages and language learners.
Hill, Robyn Alexandra.

The articulation of novice foreign language teacher needs in relation to teaching contexts and discourse about languages and language learners. - 238 p.

Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4252.

Thesis (Ph.D.)--The University of Utah, 2003.

This dissertation identified and traced historical and contemporary societal discourses about languages and language learners as they relate to the articulation of novice foreign language teacher needs at the classroom level. For the purposes of this study, teacher needs were specifically related to resources, school and classroom conditions, training, and professional opportunities that affected the research participants' practices.

ISBN: 0493941002Subjects--Topical Terms:

1018115
Education, Language and Literature.

The articulation of novice foreign language teacher needs in relation to teaching contexts and discourse about languages and language learners.
LDR:03092nmm 2200301 4500 001 1855408
005 20040609163151.5
008 130614s2003 eng d
020 $a 0493941002
035 $a (UnM)AAI3074055
035 $a AAI3074055
040 $a UnM $c UnM
100 1 $a Hill, Robyn Alexandra. $3 1943218
245 1 0 $a The articulation of novice foreign language teacher needs in relation to teaching contexts and discourse about languages and language learners.
300 $a 238 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4252.
500 $a Adviser: Sofia Villenas.
502 $a Thesis (Ph.D.)--The University of Utah, 2003.
520 $a This dissertation identified and traced historical and contemporary societal discourses about languages and language learners as they relate to the articulation of novice foreign language teacher needs at the classroom level. For the purposes of this study, teacher needs were specifically related to resources, school and classroom conditions, training, and professional opportunities that affected the research participants' practices.
520 $a The first level of research analyzed textual examples of historical and contemporary discourses about languages and language learners culled from 20th-century documents, recent newspaper and magazine articles, and the Internet. This analysis made the case that the U.S. record on language education (foreign language, English as a second language [ESL], bilingual, deaf, and language teacher preparation) is lacking and that the problems are the result of a complex combination of discursive, structural, and contextual factors. The second level of analysis focused on what two novice foreign language teachers (Spanish and American Sign Language [ASL]) in Utah described as their needs in the realm of specific foreign language content area preparation as well as other needs determined by their teaching contexts. This dissertation, using Bakhtinian and sociocultural theoretical perspectives, examined how and why those needs are articulated within the context of language ideologies and school structures as well as how they contest, reify, or otherwise relate to hegemonic ideologies.
520 $a The results showed a definitive, recursive link between novice foreign language teacher needs, discourse, and the institutional structures that have been influenced by those discursive elements. The results also emphasized the importance of individual teaching contexts in the articulation of teacher needs. The implications of the study included a reexamination of foreign language teacher preparation and the ways in which teacher educators may be able to appropriately address the complex needs of their students without perpetuating a system that fosters a monolingual society.
590 $a School code: 0240.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Language, General. $3 1018089
690 $a 0279
690 $a 0679
710 2 0 $a The University of Utah. $3 1017410
773 0 $t Dissertation Abstracts International $g 63-12A.
790 1 0 $a Villenas, Sofia, $e advisor
790 $a 0240
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3074055