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Making the shift: Supporting world l...

Ritz, Catherine T.

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Making the shift: Supporting world language teachers in moving to a communicative curriculum.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Making the shift: Supporting world language teachers in moving to a communicative curriculum./
Author:	Ritz, Catherine T.
Description:	144 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
Contained By:	Dissertation Abstracts International77-07A(E).
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10026509
ISBN:	9781339524948

Making the shift: Supporting world language teachers in moving to a communicative curriculum.
Ritz, Catherine T.

Making the shift: Supporting world language teachers in moving to a communicative curriculum. - 144 p.

Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.

Thesis (Ed.D.)--Texas A&M University, 2015.

Within the context of a public school district at the middle and high school levels, this study investigates the problem of world language teachers struggling to shift their instructional practice to promote communicative competence through a curriculum focused on student proficiency development in the target language, and addresses the problem by using a study group and collaborative curriculum writing model. Although previous research has supported the rationale behind a shift in instructional focus in the world language classroom, this study is novel in using curriculum design as a model for professional development. Teachers' beliefs about curriculum were surveyed to ascertain if a shift in these beliefs occurred as a result of participation in the study. Seven teachers participated in the study, representing teachers of Spanish, Mandarin, and Latin. Using mixed methods, qualitative and quantitative data were collected through a series of three surveys, and supporting documentation in the form of the researcher's journal, meeting notes, and sample units was collected. Results indicate a positive shift in teacher beliefs about curriculum, with the model implemented being perceived as an effective and positive experience, and final curriculum units created as a result of the study document a shift to a thematic-based curriculum that makes purposeful communication a central focus. The model could be replicated in similar districts to develop the ability of world language teachers to revise curriculum.

ISBN: 9781339524948Subjects--Topical Terms:

532624
Language arts.

Making the shift: Supporting world language teachers in moving to a communicative curriculum.
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100 1 $a Ritz, Catherine T. $3 3189852
245 1 0 $a Making the shift: Supporting world language teachers in moving to a communicative curriculum.
300 $a 144 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
500 $a Adviser: William Rupley.
502 $a Thesis (Ed.D.)--Texas A&M University, 2015.
520 $a Within the context of a public school district at the middle and high school levels, this study investigates the problem of world language teachers struggling to shift their instructional practice to promote communicative competence through a curriculum focused on student proficiency development in the target language, and addresses the problem by using a study group and collaborative curriculum writing model. Although previous research has supported the rationale behind a shift in instructional focus in the world language classroom, this study is novel in using curriculum design as a model for professional development. Teachers' beliefs about curriculum were surveyed to ascertain if a shift in these beliefs occurred as a result of participation in the study. Seven teachers participated in the study, representing teachers of Spanish, Mandarin, and Latin. Using mixed methods, qualitative and quantitative data were collected through a series of three surveys, and supporting documentation in the form of the researcher's journal, meeting notes, and sample units was collected. Results indicate a positive shift in teacher beliefs about curriculum, with the model implemented being perceived as an effective and positive experience, and final curriculum units created as a result of the study document a shift to a thematic-based curriculum that makes purposeful communication a central focus. The model could be replicated in similar districts to develop the ability of world language teachers to revise curriculum.
590 $a School code: 0803.
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650 4 $a Curriculum development. $3 684418
650 4 $a Bilingual education. $3 2122778
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710 2 $a Texas A&M University. $b Teaching, Learning, and Culture. $3 2100663
773 0 $t Dissertation Abstracts International $g 77-07A(E).
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792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10026509