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The heart and soul of language teach...

Charles, Merlin.

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The heart and soul of language teaching: Making inter-connections between holistic and second language education in the post-secondary context.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The heart and soul of language teaching: Making inter-connections between holistic and second language education in the post-secondary context./
作者:	Charles, Merlin.
面頁冊數:	356 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
標題:	Education, Foreign Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR97552
ISBN:	9780494975527

The heart and soul of language teaching: Making inter-connections between holistic and second language education in the post-secondary context.
Charles, Merlin.

The heart and soul of language teaching: Making inter-connections between holistic and second language education in the post-secondary context. - 356 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2012.

While much research has been conducted on the cognitive and methodological aspects of language pedagogy, there has been little research on the other essential aspects of teaching and learning, such as teacher presence. The aim of this doctoral research study was to discover, describe and document the various ways in which holistic education is operationalized in the Canadian post-secondary language teaching-learning context. Using French as a second language (FSL) instruction as a concrete example, the study was further aimed at developing a comprehensive understanding of what teachers do to facilitate holistic engagement in learning a second, foreign or additional language in the post-secondary classroom and beyond. Particular attention was paid to the various holistic interconnections and relationships involved in language teaching and the ways in which these helped to foster a spirit of inclusiveness, balance and connectedness in the language teaching-learning environment.

ISBN: 9780494975527Subjects--Topical Terms:

1064562
Education, Foreign Language.

The heart and soul of language teaching: Making inter-connections between holistic and second language education in the post-secondary context.
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245 1 4 $a The heart and soul of language teaching: Making inter-connections between holistic and second language education in the post-secondary context.
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500 $a Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
500 $a Adviser: Antoinette Gagne.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2012.
520 $a While much research has been conducted on the cognitive and methodological aspects of language pedagogy, there has been little research on the other essential aspects of teaching and learning, such as teacher presence. The aim of this doctoral research study was to discover, describe and document the various ways in which holistic education is operationalized in the Canadian post-secondary language teaching-learning context. Using French as a second language (FSL) instruction as a concrete example, the study was further aimed at developing a comprehensive understanding of what teachers do to facilitate holistic engagement in learning a second, foreign or additional language in the post-secondary classroom and beyond. Particular attention was paid to the various holistic interconnections and relationships involved in language teaching and the ways in which these helped to foster a spirit of inclusiveness, balance and connectedness in the language teaching-learning environment.
520 $a This qualitative research inquiry utilized a blend of narrative and case study methodologies, and included a variety of data sources such as face-to-face (individual and focus group) interviews, classroom observations, and surveys. The research has been primarily informed by a core group of participants comprising of six FSL university instructors as well as a peripheral group of five other language instructors from both the college and university contexts. Students of the core participant group also lent their voices to this endeavor, thus providing a rich understanding of how they perceive their experiences of post-secondary language teaching.
520 $a On the one hand, beliefs and assumptions underlying teachers' approaches as well as the methods and strategies that they employ, constituted an important aspect of the investigation. However, on the other hand, significant emphasis was placed on the participants' perspectives on teaching presence and how they seek to engage the whole student -- body, mind and spirit. The findings highlight the centrality of teaching presence as a fundamental element for maintaining flow and connectedness within and beyond the classroom. Implications include rethinking the relevance of teaching presence in the post-secondary language classroom and its potential for enhancing the teaching and learning experience, fostering positive emotions, building relationships and encouraging lifelong learning.
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