Evolving notions of literacy-based foreign language teaching: A qualitative study of graduate student instructors

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bitstream:

http://scholarspace.manoa.hawaii.edu/bitstream/10125/69702/1/2011_09.pdf

bitstream_txt:

http://scholarspace.manoa.hawaii.edu/bitstream/10125/69702/2/2011_09.pdf.txt

collection:

2011 EDUCATING THE FUTURE FOREIGN LANGUAGE PROFESSORATE FOR THE 21ST CENTURY

contributor.author:

Willis Allen, Heather Dupuy, Beatrice

date.accessioned:

2020-12-14T23:16:50Z

date.available:

2020-12-14T23:16:50Z

date.issued:

2011-01-01

description.abstract:

The effectiveness of professional development for future foreign language (FL) professors is more salient than ever, given the significant role played by graduate student instructors (GSIs) in undergraduate education and recent calls for change in the collegiate FL curriculum requiring sophisticated understandings of integrating the teaching of language, literature, and culture. Taking a sociocultural theory perspective, this chapter reports on a study of five FL GSIs’ experiences learning to teach that sought to determine how participation in an advanced pedagogy seminar influenced GSIs’ notions of literacy as a framing construct for collegiate FL curricula. Findings showed that through involvement in the seminar, participants progressed toward a more theoretically based definition of literacy and an awareness of its cognitive and sociocultural dimensions. However, after the seminar, not all participants demonstrated alignment in constructing their teaching practices through conceptual and pedagogical tools of literacy.

description.provenance:

Made available in DSpace on 2020-12-14T23:16:50Z (GMT). No. of bitstreams: 1 2011_09.pdf: 735245 bytes, checksum: 4bcd63b93b3195a151850f36d8034df1 (MD5) Previous issue date: 2011-01-01

endingpage:

191

identifier.citation:

Willis Allen, H., Dupuy, B. (2011). Evolving notions of literacy-based foreign language teaching: A qualitative study of graduate student instructors. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 171-191. http://hdl.handle.net/102015/69702

identifier.uri:

http://hdl.handle.net/10125/69702

publisher:

Heinle Cengage Learning

site_url:

/item/286

startingpage:

171

title:

Evolving notions of literacy-based foreign language teaching: A qualitative study of graduate student instructors

type:

Article

type.dcmi:

Text

volume:

2011