東華大學圖書館 |

A Qualitative Study: Exploring Cultural Awareness Strategies in World Language Education = = Un estudio cualitativo que explora: Estrategias de conciencia cultural en la ensenanza de idiomas del mundo /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Qualitative Study: Exploring Cultural Awareness Strategies in World Language Education =/ Shannon Finley-Cressler.
其他題名:	Un estudio cualitativo que explora: Estrategias de conciencia cultural en la ensenanza de idiomas del mundo /
作者:	Finley-Cressler, Shannon,
面頁冊數:	1 electronic resource (130 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-12, Section: A.
Contained By:	Dissertations Abstracts International86-12A.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32047232
ISBN:	9798315799269

A Qualitative Study: Exploring Cultural Awareness Strategies in World Language Education = = Un estudio cualitativo que explora: Estrategias de conciencia cultural en la ensenanza de idiomas del mundo /
Finley-Cressler, Shannon,

A Qualitative Study: Exploring Cultural Awareness Strategies in World Language Education =Un estudio cualitativo que explora: Estrategias de conciencia cultural en la ensenanza de idiomas del mundo /Shannon Finley-Cressler. - 1 electronic resource (130 pages)

Source: Dissertations Abstracts International, Volume: 86-12, Section: A.

This qualitative phenomenological study investigated how world language teachers in secondary schools in Allegheny County, Pennsylvania, perceive the use of cultural awareness strategies in world language courses to improve cultural competence. Specifically, the study examined the perceived impact of cultural awareness strategies on foreign language education in public secondary schools. Survey data was collected from nine secondary world language teachers, and purposeful sampling was used to select eight secondary foreign language teachers for semi-structured interviews conducted via Microsoft Teams. The participants represented a diverse sample in terms of geographical regions, grade levels, and years of experience, with all being employed in public secondary schools in Allegheny County, Pennsylvania.  Through data analysis, themes emerged from the teacher participant interviews. Research Question 1 explored the use of cultural awareness strategies in world language courses. Four key themes developed regarding teacher perceptions of their implementation of cultural awareness strategies: the use of authentic resources and materials in world language courses, a multimodal approach incorporating music, songs, and cultural products, challenges in teaching culture such as time constraints and curriculum limitations, and student-centered, culturally immersive learning that fosters engagement and deeper understanding.  Research Question 2 focused on how world language teachers perceive the impact of cultural competency on teaching cultural awareness. Seven themes emerged from data analysis, revealing the factors influencing the perceptions teachers have of cultural competency in world language education. The findings suggest world language teachers recognize the importance of integrating cultural awareness strategies but face challenges in implementation. The study highlights expectations for foreign language teachers regarding cultural instruction and underscores the need for continued support, resources, and professional development to enhance cultural competency in world language education.

English

ISBN: 9798315799269Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Cultural awareness

A Qualitative Study: Exploring Cultural Awareness Strategies in World Language Education = = Un estudio cualitativo que explora: Estrategias de conciencia cultural en la ensenanza de idiomas del mundo /
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520 $a This qualitative phenomenological study investigated how world language teachers in secondary schools in Allegheny County, Pennsylvania, perceive the use of cultural awareness strategies in world language courses to improve cultural competence. Specifically, the study examined the perceived impact of cultural awareness strategies on foreign language education in public secondary schools. Survey data was collected from nine secondary world language teachers, and purposeful sampling was used to select eight secondary foreign language teachers for semi-structured interviews conducted via Microsoft Teams. The participants represented a diverse sample in terms of geographical regions, grade levels, and years of experience, with all being employed in public secondary schools in Allegheny County, Pennsylvania.  Through data analysis, themes emerged from the teacher participant interviews. Research Question 1 explored the use of cultural awareness strategies in world language courses. Four key themes developed regarding teacher perceptions of their implementation of cultural awareness strategies: the use of authentic resources and materials in world language courses, a multimodal approach incorporating music, songs, and cultural products, challenges in teaching culture such as time constraints and curriculum limitations, and student-centered, culturally immersive learning that fosters engagement and deeper understanding.  Research Question 2 focused on how world language teachers perceive the impact of cultural competency on teaching cultural awareness. Seven themes emerged from data analysis, revealing the factors influencing the perceptions teachers have of cultural competency in world language education. The findings suggest world language teachers recognize the importance of integrating cultural awareness strategies but face challenges in implementation. The study highlights expectations for foreign language teachers regarding cultural instruction and underscores the need for continued support, resources, and professional development to enhance cultural competency in world language education.
520 $a Este estudio fenomenologico cualitativo investigo como los profesores de lenguas extranjeras en escuelas secundarias del condado de Allegheny, Pensilvania, perciben el uso de estrategias de concienciacion cultural en los cursos de lenguas extranjeras para mejorar la competencia cultural. Especificamente, el estudio examino el impacto percibido de las estrategias de concienciacion cultural en la educacion de lenguas extranjeras en escuelas secundarias publicas. Se recopilaron datos de una encuesta de nueve profesores de lenguas extranjeras de secundaria, y se utilizo un muestreo intencional para seleccionar a ocho profesores de lenguas extranjeras de secundaria para entrevistas semiestructuradas realizadas a traves de Microsoft Teams. Los participantes representaron una muestra diversa en terminos de regiones geograficas, niveles de grado y anos de experiencia, y todos trabajaban en escuelas secundarias publicas en el condado de Allegheny, Pensilvania. A traves del analisis de datos, surgieron temas de las entrevistas a los profesores participantes. La Pregunta de Investigacion 1 exploro el uso de estrategias de concienciacion cultural en los cursos de lenguas extranjeras. Se desarrollaron cuatro temas clave con respecto a las percepciones de los profesores sobre su implementacion de estrategias de concienciacion cultural: el uso de recursos y materiales autenticos en los cursos de lenguas extranjeras, un enfoque multimodal que incorpora musica, canciones y productos culturales, los desafios en la ensenanza de la cultura, como las limitaciones de tiempo y las limitaciones curriculares, y el aprendizaje centrado en el estudiante e inmersivo culturalmente que fomenta la participacion y una comprension mas profunda. La Pregunta de Investigacion 2 se centro en como los profesores de lenguas extranjeras perciben el impacto de la competencia cultural en la ensenanza de la conciencia cultural. Del analisis de datos surgieron siete temas que revelan los factores que influyen en la percepcion de los profesores sobre la competencia cultural en la ensenanza de lenguas extranjeras. Los hallazgos sugieren que los profesores de lenguas extranjeras reconocen la importancia de integrar estrategias de conciencia cultural, pero enfrentan dificultades para su implementacion. El estudio destaca las expectativas de los profesores de lenguas extranjeras con respecto a la instruccion cultural y subraya la necesidad de apoyo continuo, recursos y desarrollo profesional para mejorar la competencia cultural en la ensenanza de lenguas extranjeras.
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