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Teachers' Attitudes toward World Lan...

Seck, Etienne.

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Teachers' Attitudes toward World Language Programs and Instructional Methods in Middle School Language Classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' Attitudes toward World Language Programs and Instructional Methods in Middle School Language Classrooms./
Author:	Seck, Etienne.
Description:	205 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10107773
ISBN:	9781339711607

Teachers' Attitudes toward World Language Programs and Instructional Methods in Middle School Language Classrooms.
Seck, Etienne.

Teachers' Attitudes toward World Language Programs and Instructional Methods in Middle School Language Classrooms. - 205 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ed.D.)--Wilmington University (Delaware), 2016.

The study sought to investigate teachers' attitudes towards world language programs and instructional methods in middle school language classrooms. There were 193 world language teachers within the New Castle County area in Delaware who were invited to take the survey. Teachers were identified from 6 public school districts, 7 charter schools, and 13 private schools. Seventy-seven teachers responded to the survey and gave their opinions about 26 statements in a Likert-type scale as highly disagree, disagree, agree, and highly agree. The statements described world languages as promoting global competence through cultural acceptance and competence, diversity, language proficiency, and academic achievement. In addition, the statements defined what a sound world language program and instructional methods should look like in middle schools. Findings indicated that most respondents strongly approved the global competence statements: five statements were above the 90% approval rate and 3 statements were in the 80% approval rate. As for the program section, 7 out of 10 statements were cumulatively rated highly agree and agree whereas 3 out 10 statements were disapproved by most respondents. In the final section of the survey which was related to instructional methods, the majority of the participants approved 7 out 8 statements and disapproved 1. Most teachers disagreed on the following statements: (1) world language programs in middle school should be an exploratory-oriented model from 6th to 8th grade, (2) the program should allocate two high school credits upon completion of both 7th and 8th grade curriculum, and (3) instructional methods for a world language program in middle schools should be textbook-driven.

ISBN: 9781339711607Subjects--Topical Terms:

3172512
Foreign language education.

Teachers' Attitudes toward World Language Programs and Instructional Methods in Middle School Language Classrooms.
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245 1 0 $a Teachers' Attitudes toward World Language Programs and Instructional Methods in Middle School Language Classrooms.
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500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
500 $a Adviser: Sylvia Brooks.
502 $a Thesis (Ed.D.)--Wilmington University (Delaware), 2016.
520 $a The study sought to investigate teachers' attitudes towards world language programs and instructional methods in middle school language classrooms. There were 193 world language teachers within the New Castle County area in Delaware who were invited to take the survey. Teachers were identified from 6 public school districts, 7 charter schools, and 13 private schools. Seventy-seven teachers responded to the survey and gave their opinions about 26 statements in a Likert-type scale as highly disagree, disagree, agree, and highly agree. The statements described world languages as promoting global competence through cultural acceptance and competence, diversity, language proficiency, and academic achievement. In addition, the statements defined what a sound world language program and instructional methods should look like in middle schools. Findings indicated that most respondents strongly approved the global competence statements: five statements were above the 90% approval rate and 3 statements were in the 80% approval rate. As for the program section, 7 out of 10 statements were cumulatively rated highly agree and agree whereas 3 out 10 statements were disapproved by most respondents. In the final section of the survey which was related to instructional methods, the majority of the participants approved 7 out 8 statements and disapproved 1. Most teachers disagreed on the following statements: (1) world language programs in middle school should be an exploratory-oriented model from 6th to 8th grade, (2) the program should allocate two high school credits upon completion of both 7th and 8th grade curriculum, and (3) instructional methods for a world language program in middle schools should be textbook-driven.
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