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Between and beyond the lines: A nest...

Brandt, Adriana Melnyk.

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Between and beyond the lines: A nested case study of learners' perceptions of identity and pedagogical choices in an intensive high school Swahili program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Between and beyond the lines: A nested case study of learners' perceptions of identity and pedagogical choices in an intensive high school Swahili program./
作者:	Brandt, Adriana Melnyk.
面頁冊數:	244 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3630222
ISBN:	9781321080292

Between and beyond the lines: A nested case study of learners' perceptions of identity and pedagogical choices in an intensive high school Swahili program.
Brandt, Adriana Melnyk.

Between and beyond the lines: A nested case study of learners' perceptions of identity and pedagogical choices in an intensive high school Swahili program. - 244 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2014.

This item must not be sold to any third party vendors.

This nested qualitative case study explores seven high school learners' experiences in a two-week residential intensive Swahili language course on a university campus, and focuses particular attention on learners' perceptions of self-identity and pedagogical choices in the program. Using frames of interculturality and critical discourse analysis, this study sought to uncover the ways in which learners asserted their individual and social identities in such a space, and how they took up the program curriculum and perceived classroom pedagogy from their identity vantage points.

ISBN: 9781321080292Subjects--Topical Terms:

3172512
Foreign language education.

Between and beyond the lines: A nested case study of learners' perceptions of identity and pedagogical choices in an intensive high school Swahili program.
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245 1 0 $a Between and beyond the lines: A nested case study of learners' perceptions of identity and pedagogical choices in an intensive high school Swahili program.
300 $a 244 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
500 $a Adviser: Martha Nyikos.
502 $a Thesis (Ph.D.)--Indiana University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a This nested qualitative case study explores seven high school learners' experiences in a two-week residential intensive Swahili language course on a university campus, and focuses particular attention on learners' perceptions of self-identity and pedagogical choices in the program. Using frames of interculturality and critical discourse analysis, this study sought to uncover the ways in which learners asserted their individual and social identities in such a space, and how they took up the program curriculum and perceived classroom pedagogy from their identity vantage points.
520 $a This study addresses two gaps in the research. First, there is a paucity of K-12 student voice in the literature pertaining to world language education, which means that an important stakeholder group is silenced in the formation of research-based classroom curricular and pedagogical recommendations. Second, much of the research on learners' experiences in intensive language programs focuses on post-program outcomes and gains, with limited attention paid to the complex nature of learners' experiences during the program. There is a need for additional research that can document the complexity of learners' experiences and interactions within such learning opportunities, as well as research that honors and contributes the voices of K-12 learners. This study offers one example of what a learning process-oriented study can look within a K-12 program.
520 $a An examination of learners' actions and interactions throughout the program revealed the ways in which their cultural frames of reference informed how they perceived the program's curriculum and pedagogy, as well as one another. Analysis of classroom discourse, students' entrance essays, and formal interviews with program participants revealed that learners came to this program with a desire to learn about the Other, as well as to demonstrate affinity and solidarity with a marginalized cultural group. Social identity management and relationship building were key foci of participants throughout the programmatic experience, and findings highlight the ways that learners used both Swahili and English to augment their English-speaking identities within their peer social group. Relationship-building was an important aspect of pedagogy as well, and the degree to which learners developed cross-cultural relationships with their East African teachers impacted their perceptions of pedagogical effectiveness.
520 $a Implications for future practice derived from this study pertain to the implementation of classroom practices that encourage learner reflection and praxis as learners engage in intercultural communication; these practices attend to learners' intercultural identities as well as their respective quests for sociolinguistic agency in interpersonal interactions. Future directions for research are also identified and explained.
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