東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

An Investigation of Native English-S...

Valdois, Ahneka J.

Linked to FindBook

Google Book

Amazon

博客來

An Investigation of Native English-Speaking Content Professors' Pedagogical Beliefs, Attitudes, Awareness, and Practices in a Chinese University Setting.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Investigation of Native English-Speaking Content Professors' Pedagogical Beliefs, Attitudes, Awareness, and Practices in a Chinese University Setting./
Author:	Valdois, Ahneka J.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	339 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
Contained By:	Dissertations Abstracts International81-02A.
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13901832
ISBN:	9781085678636

An Investigation of Native English-Speaking Content Professors' Pedagogical Beliefs, Attitudes, Awareness, and Practices in a Chinese University Setting.
Valdois, Ahneka J.

An Investigation of Native English-Speaking Content Professors' Pedagogical Beliefs, Attitudes, Awareness, and Practices in a Chinese University Setting. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 339 p.

Source: Dissertations Abstracts International, Volume: 81-02, Section: A.

Thesis (Ph.D./HE)--Azusa Pacific University, 2019.

This item must not be sold to any third party vendors.

English medium instruction (EMI) programs in higher education are growing in number around the world and creating questions regarding social equity. International higher education institutions implement EMI programs, and students enroll in them because of the perceived ability of English language skills to open doors and create more opportunities for social mobility. However, the efficacy of these programs in achieving their stated learning objectives is largely unexplored. One area that has been under-researched is the pedagogical strategies of native English speaking (NES) instructors; therefore, this qualitative study focused on NES instructors' pedagogical strategies at Chinese universities. My research question was: How do native English-speaking instructors help non-native English-speaking students learn content knowledge at Chinese universities? Using grounded theory, a qualitative methodology that examines social processes and uses data to create a new theory, I interviewed 21 NES instructors at 4 Chinese universities, conducted hour-long classroom observations of 14 of these participants, and re-interviewed 13 of them, seeking to understand the means by which they attempted to reach their pedagogical objectives. The model that emerged from the data suggested 4 stages of development for pedagogical strategies: (a) implementation and noticing, (b) learning and interpreting, (c) negotiating pedagogical goals, and (d) adapting pedagogical strategies. This process was influenced by participants' backgrounds and driven by their internal passion for their work, their hope both for the future of their EMI program, and/or the efficacy of their efforts in their students' lives. The findings led to implications for practice in terms of teacher training and recommendations for future research that can inform the professional contributions of current and future EMI teachers, in addition to those educational leaders who are responsible for teacher training and future research in this field of study.

ISBN: 9781085678636Subjects--Topical Terms:

641065
Higher education.

An Investigation of Native English-Speaking Content Professors' Pedagogical Beliefs, Attitudes, Awareness, and Practices in a Chinese University Setting.
LDR:03113nmm a2200313 4500 001 2265461
005 20200514112400.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781085678636
035 $a (MiAaPQ)AAI13901832
035 $a AAI13901832
040 $a MiAaPQ $c MiAaPQ
100 1 $a Valdois, Ahneka J. $3 3542621
245 1 3 $a An Investigation of Native English-Speaking Content Professors' Pedagogical Beliefs, Attitudes, Awareness, and Practices in a Chinese University Setting.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 339 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
500 $a Advisor: Longman, Karen A.
502 $a Thesis (Ph.D./HE)--Azusa Pacific University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a English medium instruction (EMI) programs in higher education are growing in number around the world and creating questions regarding social equity. International higher education institutions implement EMI programs, and students enroll in them because of the perceived ability of English language skills to open doors and create more opportunities for social mobility. However, the efficacy of these programs in achieving their stated learning objectives is largely unexplored. One area that has been under-researched is the pedagogical strategies of native English speaking (NES) instructors; therefore, this qualitative study focused on NES instructors' pedagogical strategies at Chinese universities. My research question was: How do native English-speaking instructors help non-native English-speaking students learn content knowledge at Chinese universities? Using grounded theory, a qualitative methodology that examines social processes and uses data to create a new theory, I interviewed 21 NES instructors at 4 Chinese universities, conducted hour-long classroom observations of 14 of these participants, and re-interviewed 13 of them, seeking to understand the means by which they attempted to reach their pedagogical objectives. The model that emerged from the data suggested 4 stages of development for pedagogical strategies: (a) implementation and noticing, (b) learning and interpreting, (c) negotiating pedagogical goals, and (d) adapting pedagogical strategies. This process was influenced by participants' backgrounds and driven by their internal passion for their work, their hope both for the future of their EMI program, and/or the efficacy of their efforts in their students' lives. The findings led to implications for practice in terms of teacher training and recommendations for future research that can inform the professional contributions of current and future EMI teachers, in addition to those educational leaders who are responsible for teacher training and future research in this field of study.
590 $a School code: 1323.
650 4 $a Higher education. $3 641065
650 4 $a Instructional design. $3 3172279
650 4 $a English language. $3 516194
690 $a 0745
690 $a 0441
690 $a 0447
710 2 $a Azusa Pacific University. $b Higher Education. $3 3340999
773 0 $t Dissertations Abstracts International $g 81-02A.
790 $a 1323
791 $a Ph.D./HE
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13901832