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In loco maternis: Recent MA TESOL g...

Michigan State University.

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In loco maternis: Recent MA TESOL graduates speak from community college ESL classrooms.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	In loco maternis: Recent MA TESOL graduates speak from community college ESL classrooms./
Author:	Porter-Szucs, Ildiko.
Description:	260 p.
Notes:	Adviser: John M. Dirkx.
Contained By:	Dissertation Abstracts International69-10A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3331999
ISBN:	9780549860815

In loco maternis: Recent MA TESOL graduates speak from community college ESL classrooms.
Porter-Szucs, Ildiko.

In loco maternis: Recent MA TESOL graduates speak from community college ESL classrooms. - 260 p.

Adviser: John M. Dirkx.

Thesis (Ph.D.)--Michigan State University, 2008.

This investigation focuses on recent graduates of MA TESOL programs, exploring how they fare in community college classrooms and what implications this has for their graduate preparation. I draw upon an online survey, in-person interviews, and a variety of documents in order to explore the gender dynamics of ESL training and teaching. I posit a tension between (on the one hand) the community college ESL faculty, who construct themselves, their backgrounds, and their students using categories typically characterized as feminine, and (on the other hand) their TESOL programs, which they construct using rnasculinized terms. The ESL teachers view their role as in loco maternis, but the training programs prepare them in a way they perceive as masculine. The gendered lenses structure the disparate worlds of native-English-speaking ESL teachers and their teacher trainers.

ISBN: 9780549860815Subjects--Topical Terms:

1018008
Education, Community College.

In loco maternis: Recent MA TESOL graduates speak from community college ESL classrooms.
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100 1 $a Porter-Szucs, Ildiko. $3 1026437
245 1 0 $a In loco maternis: Recent MA TESOL graduates speak from community college ESL classrooms.
300 $a 260 p.
500 $a Adviser: John M. Dirkx.
500 $a Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3880.
502 $a Thesis (Ph.D.)--Michigan State University, 2008.
520 $a This investigation focuses on recent graduates of MA TESOL programs, exploring how they fare in community college classrooms and what implications this has for their graduate preparation. I draw upon an online survey, in-person interviews, and a variety of documents in order to explore the gender dynamics of ESL training and teaching. I posit a tension between (on the one hand) the community college ESL faculty, who construct themselves, their backgrounds, and their students using categories typically characterized as feminine, and (on the other hand) their TESOL programs, which they construct using rnasculinized terms. The ESL teachers view their role as in loco maternis, but the training programs prepare them in a way they perceive as masculine. The gendered lenses structure the disparate worlds of native-English-speaking ESL teachers and their teacher trainers.
590 $a School code: 0128.
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650 4 $a Education, Teacher Training. $3 783747
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