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A phenomenological study of English ...

New Mexico State University.

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A phenomenological study of English language teaching and learning, literacy, and technology in a borderlands community college.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A phenomenological study of English language teaching and learning, literacy, and technology in a borderlands community college./
作者:	Al-Amri, Majid Naiman.
面頁冊數:	199 p.
附註:	Adviser: Herman S. Garcia.
Contained By:	Dissertation Abstracts International70-03A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3349400
ISBN:	9781109056709

A phenomenological study of English language teaching and learning, literacy, and technology in a borderlands community college.
Al-Amri, Majid Naiman.

A phenomenological study of English language teaching and learning, literacy, and technology in a borderlands community college. - 199 p.

Adviser: Herman S. Garcia.

Thesis (Ph.D.)--New Mexico State University, 2008.

The present phenomenological study investigated the pedagogical perceptions and understandings of 5 instructors who teach English as a Second Language (ESL) in a community college in a Southwestern borderlands area of the United States. The study has two main significant contributions to the education literature. First, there is much research done on Teaching English to Speakers of Other Languages (TESOL) education; yet so little of it is based on studies involving the perceptions and understandings of ESL instructors. The present study takes this issue into consideration. In other words, it investigates and involves ESL teachers' perspectives, perceptions, and understandings that constitute the ESL classroom. Second, the present study pays attention to both the issue of student diversity as well as technology. Although much educational research has been written about student diversity and technology separately, not many researchers have tried to deal with them together.

ISBN: 9781109056709Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

A phenomenological study of English language teaching and learning, literacy, and technology in a borderlands community college.
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245 1 2 $a A phenomenological study of English language teaching and learning, literacy, and technology in a borderlands community college.
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502 $a Thesis (Ph.D.)--New Mexico State University, 2008.
520 $a The present phenomenological study investigated the pedagogical perceptions and understandings of 5 instructors who teach English as a Second Language (ESL) in a community college in a Southwestern borderlands area of the United States. The study has two main significant contributions to the education literature. First, there is much research done on Teaching English to Speakers of Other Languages (TESOL) education; yet so little of it is based on studies involving the perceptions and understandings of ESL instructors. The present study takes this issue into consideration. In other words, it investigates and involves ESL teachers' perspectives, perceptions, and understandings that constitute the ESL classroom. Second, the present study pays attention to both the issue of student diversity as well as technology. Although much educational research has been written about student diversity and technology separately, not many researchers have tried to deal with them together.
520 $a Narratives obtained during the summer of 2008 included a demographic questionnaire and three in-depth interviews of 90 minutes with each of the participants. Thematic analysis was used as a means of determining dominant themes. Although they seem to be overlapped with each other, they are organized to make sense of the complex, detailed knowledge the ESL instructors share. In essence, they provide with a manageable schema for understanding some aspects of the meaning each ESL instructor gives to his/her work as an ESL instructor.
520 $a All 5 participants understand that the ESL classroom is very diverse. This diversity of the ESL classroom, they believe, is a great challenge for them. Although the participants think that teaching ESL is very challenging and demanding, they believe that it is a rewarding, motivating, and interesting job. Moreover, all 5 participants emphasize the role of: (a) English language in the ESL students' lives, (b) native languages of ESL students in the acquisition of English, (c) textbook in the ESL curriculum, (d) critical thinking and dialogue in the ESL curriculum, (e) participation and involvement in society, and (f) technology.
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