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

Experiences of a Foreign Language As...

Marzin, Emily Adele.

Linked to FindBook

Google Book

Amazon

博客來

Experiences of a Foreign Language Assistantship in Mexico: A Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Experiences of a Foreign Language Assistantship in Mexico: A Case Study./
Author:	Marzin, Emily Adele.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	282 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
Contained By:	Dissertations Abstracts International85-08A.
Subject:	Language. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30776753
ISBN:	9798381452532

Experiences of a Foreign Language Assistantship in Mexico: A Case Study.
Marzin, Emily Adele.

Experiences of a Foreign Language Assistantship in Mexico: A Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 282 p.

Source: Dissertations Abstracts International, Volume: 85-08, Section: A.

Thesis (Ed.D.)--Open University (United Kingdom), 2022.

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

This thesis explores the experience of a foreign language assistantship programme in Mexico to gain in-depth insights into how the status, roles, and tasks (SRTs) of foreign language assistants (FLAs), as defined by language assistantship programmes agencies (Azimut Exchanges, 2018; the General Bureau for International Relationships, 2019; the International Centre for Pedagogical Studies, 2018), are understood by the stakeholders - namely the assistants' tutor, educators, students, and FLAs - at a higher education institution, and which of those SRTs are achieved in practice and how.This case study focuses on the French language Department of a public university in Mexico. Based on a social constructivism framework, the research examines the experiences of two FLAs, one French and a French-Canadian FLAs, three educators of French - one Mexican and two French, including the assistants' tutor - and 220 French language students working or studying at this institution. Using a thematic data analysis of semi-structured and focus group interviews, questionnaires, and logbook entries, it explores the experiences and perceptions of the two FLAs' SRTs both inside and outside the classroom.The findings show that three aspects of the stakeholders' understanding of assistants' SRTs influenced the assistants' practice: 1- the communication and partnerships between the stakeholders involved, 2- the pedagogical expectations of students and educators, and 3- the perception of the role of culture in the foreign language teaching and learning process. Results also suggest that while the assistants' presence and work fulfilled the general objectives of the assistantship programme and that they performed their prescribed roles and tasks, FLAs also carried out additional ones. It concludes that to successfully engage the stakeholders with the presence and work of FLAs, improving communication, partnership, and training might be considered to mitigate misinterpretations and frustration. The findings support the need to reshape future assistantship programmes to further develop assistants' intercultural communication skills and prepare them to take linguistic and cultural variations into account.

ISBN: 9798381452532Subjects--Topical Terms:

643551
Language.

Experiences of a Foreign Language Assistantship in Mexico: A Case Study.
LDR:03418nmm a2200409 4500 001 2396785
005 20240611104940.5
006 m o d
007 cr#unu||||||||
008 251215s2022 ||||||||||||||||| ||eng d
020 $a 9798381452532
035 $a (MiAaPQ)AAI30776753
035 $a (MiAaPQ)Open_Univ_UK88705
035 $a AAI30776753
040 $a MiAaPQ $c MiAaPQ
100 1 $a Marzin, Emily Adele. $3 3766532
245 1 0 $a Experiences of a Foreign Language Assistantship in Mexico: A Case Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 282 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
500 $a Advisor: Ayres, June.
502 $a Thesis (Ed.D.)--Open University (United Kingdom), 2022.
506 $a This item must not be sold to any third party vendors.
520 $a This thesis explores the experience of a foreign language assistantship programme in Mexico to gain in-depth insights into how the status, roles, and tasks (SRTs) of foreign language assistants (FLAs), as defined by language assistantship programmes agencies (Azimut Exchanges, 2018; the General Bureau for International Relationships, 2019; the International Centre for Pedagogical Studies, 2018), are understood by the stakeholders - namely the assistants' tutor, educators, students, and FLAs - at a higher education institution, and which of those SRTs are achieved in practice and how.This case study focuses on the French language Department of a public university in Mexico. Based on a social constructivism framework, the research examines the experiences of two FLAs, one French and a French-Canadian FLAs, three educators of French - one Mexican and two French, including the assistants' tutor - and 220 French language students working or studying at this institution. Using a thematic data analysis of semi-structured and focus group interviews, questionnaires, and logbook entries, it explores the experiences and perceptions of the two FLAs' SRTs both inside and outside the classroom.The findings show that three aspects of the stakeholders' understanding of assistants' SRTs influenced the assistants' practice: 1- the communication and partnerships between the stakeholders involved, 2- the pedagogical expectations of students and educators, and 3- the perception of the role of culture in the foreign language teaching and learning process. Results also suggest that while the assistants' presence and work fulfilled the general objectives of the assistantship programme and that they performed their prescribed roles and tasks, FLAs also carried out additional ones. It concludes that to successfully engage the stakeholders with the presence and work of FLAs, improving communication, partnership, and training might be considered to mitigate misinterpretations and frustration. The findings support the need to reshape future assistantship programmes to further develop assistants' intercultural communication skills and prepare them to take linguistic and cultural variations into account.
590 $a School code: 0949.
650 4 $a Language. $3 643551
650 4 $a Pedagogy. $3 2122828
650 4 $a Higher education. $3 641065
650 4 $a Teaching methods. $3 595505
650 4 $a Culture. $3 517003
650 4 $a Documentation. $3 774384
650 4 $a Verbal communication. $3 3560678
650 4 $a Francophones. $3 3692147
650 4 $a Teachers. $3 529573
650 4 $a Grammar. $3 899712
650 4 $a Teaching assistants. $3 3562658
650 4 $a Linguistics. $3 524476
650 4 $a Secondary schools. $2 bicssc $3 1556944
650 4 $a Communication. $3 524709
650 4 $a Foreign language instruction. $3 3541319
650 4 $a Latin American studies. $3 2122903
650 4 $a Secondary education. $3 2122779
690 $a 0290
690 $a 0745
690 $a 0456
690 $a 0679
690 $a 0459
690 $a 0444
690 $a 0550
690 $a 0533
710 2 $a Open University (United Kingdom). $3 3427325
773 0 $t Dissertations Abstracts International $g 85-08A.
790 $a 0949
791 $a Ed.D.
792 $a 2022
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30776753