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Applied Learning Pedagogy in a University Spanish Lab Course with a Dual Language Partnership : = Perspective Shifting and Language Acquisition Experiences.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Applied Learning Pedagogy in a University Spanish Lab Course with a Dual Language Partnership :/
其他題名:	Perspective Shifting and Language Acquisition Experiences.
作者:	Jones, Tracey R.
面頁冊數:	1 online resource (241 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:	Dissertations Abstracts International84-04A.
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29319491click for full text (PQDT)
ISBN:	9798845423085

Applied Learning Pedagogy in a University Spanish Lab Course with a Dual Language Partnership : = Perspective Shifting and Language Acquisition Experiences.
Jones, Tracey R.

Applied Learning Pedagogy in a University Spanish Lab Course with a Dual Language Partnership :Perspective Shifting and Language Acquisition Experiences. - 1 online resource (241 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Thesis (Ph.D.)--New Mexico State University, 2022.

Includes bibliographical references

The purpose of this single-site, descriptive case study was to investigate BRILLA: Bilingual Readiness through Interaction, Language, Literacy, and Alliances. BRILLA occurred during a third-semester, university Spanish as a modern language lab course. University (Spanish) Lab Students (ULS) partnered with children enrolled in a Dual Language program (DL) at a local, public primary school. ULS prepared literacy and numeracy lessons for the DL students for once-a-week meetings. Through this applied learning experience, the effects on the ULS' self-assessed communicative competence and confidence in speaking the target language (TL) were explored. In addition, shifts in ULS' perceptions of bilingualism and bilingual/dual language education were examined. The results of the study suggest that through structured preparation and participation in the target language outside the traditional classroom, modern language students can experience increased self-assessed oral proficiency in the TL, awareness of the bilingualism as a resource, and understanding of the value of a bilingual education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798845423085Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Applied learning pedagogiesIndex Terms--Genre/Form:

542853
Electronic books.

Applied Learning Pedagogy in a University Spanish Lab Course with a Dual Language Partnership : = Perspective Shifting and Language Acquisition Experiences.
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504 $a Includes bibliographical references
520 $a The purpose of this single-site, descriptive case study was to investigate BRILLA: Bilingual Readiness through Interaction, Language, Literacy, and Alliances. BRILLA occurred during a third-semester, university Spanish as a modern language lab course. University (Spanish) Lab Students (ULS) partnered with children enrolled in a Dual Language program (DL) at a local, public primary school. ULS prepared literacy and numeracy lessons for the DL students for once-a-week meetings. Through this applied learning experience, the effects on the ULS' self-assessed communicative competence and confidence in speaking the target language (TL) were explored. In addition, shifts in ULS' perceptions of bilingualism and bilingual/dual language education were examined. The results of the study suggest that through structured preparation and participation in the target language outside the traditional classroom, modern language students can experience increased self-assessed oral proficiency in the TL, awareness of the bilingualism as a resource, and understanding of the value of a bilingual education.
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