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Social class and foreign language le...

Astarita, Alice C.

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Social class and foreign language learning experiences.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Social class and foreign language learning experiences./
Author:	Astarita, Alice C.
Description:	305 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3708349
ISBN:	9781321835298

Social class and foreign language learning experiences.
Astarita, Alice C.

Social class and foreign language learning experiences. - 305 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2015.

This study considers how socioeconomic difference is recognized in the US foreign language classroom. It examines curricula that solicit information indicative of learners' social class backgrounds and the considers the effect on foreign language learning experiences.

ISBN: 9781321835298Subjects--Topical Terms:

3172512
Foreign language education.

Social class and foreign language learning experiences.
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020 $a 9781321835298
035 $a (MiAaPQ)AAI3708349
035 $a AAI3708349
040 $a MiAaPQ $c MiAaPQ
100 1 $a Astarita, Alice C. $3 3182735
245 1 0 $a Social class and foreign language learning experiences.
300 $a 305 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Richard F. Young.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2015.
520 $a This study considers how socioeconomic difference is recognized in the US foreign language classroom. It examines curricula that solicit information indicative of learners' social class backgrounds and the considers the effect on foreign language learning experiences.
520 $a French, Italian, and Spanish classes were recruited for an online survey (N = 101) that addressed foreign language learning experiences. Sixteen first-generation and/or working class students completed a follow-up interview using a semi-structured protocol. Results show socioeconomic difference is highlighted by activities that elicit personal information. Parental educational attainment, family income, and number of hours worked affected the amount participants from different social class backgrounds report their classmates and instructors noticed their socioeconomic status. Self-identified lower and upper class participants reported divergent classroom experiences in terms of how comfortable, valued, part of the group, adequate, and heard they felt. Selective disposition toward discussing certain topics suggests that identity management strategies like withholding, modifying, and inventing information described in interviews with working class and first-generation participants are also employed by participants of other social class backgrounds. Finally, the amount a subset of participants (n = 68) indicated their beginning Italian textbook represented the diverse socioeconomic statuses of native speakers differed by first-generation status.
520 $a Among this study's implications are the need for increased instructor sensitivity to the way curricula can elicit information that directs attention to socioeconomic difference. It also calls on textbook authors and publishers to represent socioeconomic diversity within the target language culture.
590 $a School code: 0262.
650 4 $a Foreign language education. $3 3172512
650 4 $a Educational sociology. $3 519608
650 4 $a Pedagogy. $3 2122828
690 $a 0444
690 $a 0340
690 $a 0456
710 2 $a The University of Wisconsin - Madison. $b Second Language Acquisition. $3 3169851
773 0 $t Dissertation Abstracts International $g 76-11A(E).
790 $a 0262
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3708349