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Identifying adult second language te...

Brousseau, Normand W.

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Identifying adult second language teachers' perspectives on andragogy linked with pedagogy in a classroom setting.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Identifying adult second language teachers' perspectives on andragogy linked with pedagogy in a classroom setting./
Author:	Brousseau, Normand W.
Description:	169 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
Contained By:	Dissertation Abstracts International77-05A(E).
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3739512
ISBN:	9781339301631

Identifying adult second language teachers' perspectives on andragogy linked with pedagogy in a classroom setting.
Brousseau, Normand W.

Identifying adult second language teachers' perspectives on andragogy linked with pedagogy in a classroom setting. - 169 p.

Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

Millions of adults, due to a variety of reasons---career moves, economics, geographic displacement, personal reasons, and retirement---have made the decision to continue their educational development at institutions of higher education. These same factors contribute to instructional demands for adult second language instructors as they provide adult second language learners with interesting, practical, real-life/world, satisfactory,and socially interactive learning goals and tasks. This qualitative case study used semistructured, open-ended telephone interviews to gain data from adult second language instructors currently teaching languages other than English for credit at colleges and universities located in the eastern United States. This study explored perceptions of adult second language instructors, three women and four men, regarding how andragogical concepts were identified, applied, and integrated with pedagogical instructional practices in for-credit courses at colleges and universities located in eastern states. Findings for this case study revealed participants' responses demonstrated their comprehension of andragogical concepts associated with their applications during instructional delivery. Participants who integrated andragogical concepts in their instructional designs stated this practice assisted learners to understand a rationale for studying new subject material. Additionally, participants, when combining pedagogical and andragogical teaching practices, reported that this combination of approaches aided learners in viewing the significance of their life experiences, the relevance of their motivational needs connected to their willingness to learn, their expansion of knowledge for self-improvement and selfdirection, and their awareness of the importance of ownership of their learning.

ISBN: 9781339301631Subjects--Topical Terms:

3172512
Foreign language education.

Identifying adult second language teachers' perspectives on andragogy linked with pedagogy in a classroom setting.
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245 1 0 $a Identifying adult second language teachers' perspectives on andragogy linked with pedagogy in a classroom setting.
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500 $a Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
500 $a Adviser: ELIZABETH BRUCH.
502 $a Thesis (Ph.D.)--Capella University, 2015.
520 $a Millions of adults, due to a variety of reasons---career moves, economics, geographic displacement, personal reasons, and retirement---have made the decision to continue their educational development at institutions of higher education. These same factors contribute to instructional demands for adult second language instructors as they provide adult second language learners with interesting, practical, real-life/world, satisfactory,and socially interactive learning goals and tasks. This qualitative case study used semistructured, open-ended telephone interviews to gain data from adult second language instructors currently teaching languages other than English for credit at colleges and universities located in the eastern United States. This study explored perceptions of adult second language instructors, three women and four men, regarding how andragogical concepts were identified, applied, and integrated with pedagogical instructional practices in for-credit courses at colleges and universities located in eastern states. Findings for this case study revealed participants' responses demonstrated their comprehension of andragogical concepts associated with their applications during instructional delivery. Participants who integrated andragogical concepts in their instructional designs stated this practice assisted learners to understand a rationale for studying new subject material. Additionally, participants, when combining pedagogical and andragogical teaching practices, reported that this combination of approaches aided learners in viewing the significance of their life experiences, the relevance of their motivational needs connected to their willingness to learn, their expansion of knowledge for self-improvement and selfdirection, and their awareness of the importance of ownership of their learning.
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