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

Culture in the world language classr...

Muirhead, Pablo.

Linked to FindBook

Google Book

Amazon

博客來

Culture in the world language classroom: A multiple case study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Culture in the world language classroom: A multiple case study./
Author:	Muirhead, Pablo.
Description:	289 p.
Notes:	Advisers: Beverly Cross; Rene Antrop Gonzalez.
Contained By:	Dissertation Abstracts International67-12A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3244156
ISBN:	9780542996801

Culture in the world language classroom: A multiple case study.
Muirhead, Pablo.

Culture in the world language classroom: A multiple case study. - 289 p.

Advisers: Beverly Cross; Rene Antrop Gonzalez.

Thesis (Ph.D.)--The University of Wisconsin - Milwaukee, 2007.

Despite the inextricable link between language and culture, more often than not, culture remains an afterthought in world language curricula as instruction focuses on language development. This multiple case study researched four world language teachers' integration of culture in their teaching. The research sought to learn about how teachers integrate culture, what they understand by it, what informs their understanding, how they link culture and language and whether their representations challenge societal injustices. The literature delved beyond the field of world languages by looking at the broader context of education and evolved into a discussion on dichotomies of power which framed the research. The research was conducted from a critical perspective. Through this lens, the literature underwent a conceptual analysis on culture. This expanded beyond cursory understandings by culling from various fields that touched upon the oft-ignored element of power from these discussions. Additionally, an analysis of how the field of world language education has studied culture informs the research. A purposive sample of four high school teachers was solicited. Two of them taught in an urban high school and two in suburban high schools. Three of the participants taught French and one taught Spanish. Their cases were studied through a series of four semi-structured interviews, two open-ended interviews and twenty classroom observations. The findings include a single-case analysis for each participant as well as a cross-case analysis for all participants. Teachers that were experiencing the most satisfaction in their integration of culture identified experiences beyond the traditional scope of teacher education courses as pivotal in their conscienticization. Additionally, they experienced a reclaiming of curriculum through the onset of standards-based thematic units. On the other hand, teachers that had felt structural limitations struggled to make their curriculum relevant to their students. Limiting themselves to primarily teaching from the text, these participants integrated culture additively. Looking toward the possibility of more transformative opportunities, this research pointed to implications for key players, including school districts, teacher education programs, the field of world language education and teachers.

ISBN: 9780542996801Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Culture in the world language classroom: A multiple case study.
LDR:03330nam 2200301 a 45 001 949410
005 20110525
008 110525s2007 ||||||||||||||||| ||eng d
020 $a 9780542996801
035 $a (UMI)AAI3244156
035 $a AAI3244156
040 $a UMI $c UMI
100 1 $a Muirhead, Pablo. $3 1272791
245 1 0 $a Culture in the world language classroom: A multiple case study.
300 $a 289 p.
500 $a Advisers: Beverly Cross; Rene Antrop Gonzalez.
500 $a Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4438.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Milwaukee, 2007.
520 $a Despite the inextricable link between language and culture, more often than not, culture remains an afterthought in world language curricula as instruction focuses on language development. This multiple case study researched four world language teachers' integration of culture in their teaching. The research sought to learn about how teachers integrate culture, what they understand by it, what informs their understanding, how they link culture and language and whether their representations challenge societal injustices. The literature delved beyond the field of world languages by looking at the broader context of education and evolved into a discussion on dichotomies of power which framed the research. The research was conducted from a critical perspective. Through this lens, the literature underwent a conceptual analysis on culture. This expanded beyond cursory understandings by culling from various fields that touched upon the oft-ignored element of power from these discussions. Additionally, an analysis of how the field of world language education has studied culture informs the research. A purposive sample of four high school teachers was solicited. Two of them taught in an urban high school and two in suburban high schools. Three of the participants taught French and one taught Spanish. Their cases were studied through a series of four semi-structured interviews, two open-ended interviews and twenty classroom observations. The findings include a single-case analysis for each participant as well as a cross-case analysis for all participants. Teachers that were experiencing the most satisfaction in their integration of culture identified experiences beyond the traditional scope of teacher education courses as pivotal in their conscienticization. Additionally, they experienced a reclaiming of curriculum through the onset of standards-based thematic units. On the other hand, teachers that had felt structural limitations struggled to make their curriculum relevant to their students. Limiting themselves to primarily teaching from the text, these participants integrated culture additively. Looking toward the possibility of more transformative opportunities, this research pointed to implications for key players, including school districts, teacher education programs, the field of world language education and teachers.
590 $a School code: 0263.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Language, General. $3 1018089
690 $a 0282
690 $a 0679
690 $a 0727
710 2 $a The University of Wisconsin - Milwaukee. $3 1019345
773 0 $t Dissertation Abstracts International $g 67-12A.
790 $a 0263
790 1 0 $a Cross, Beverly, $e advisor
790 1 0 $a Gonzalez, Rene Antrop, $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3244156