東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Academic language teaching and learn...

Forasiepi, Cinzia.

Linked to FindBook

Google Book

Amazon

博客來

Academic language teaching and learning in the third space classroom. A preservice teachers' perspective.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Academic language teaching and learning in the third space classroom. A preservice teachers' perspective./
Author:	Forasiepi, Cinzia.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2011,
Description:	251 p.
Notes:	Source: Dissertation Abstracts International, Volume: 73-05, Section: A, page: 1694.
Contained By:	Dissertation Abstracts International73-05A.
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3493852
ISBN:	9781267148667

Academic language teaching and learning in the third space classroom. A preservice teachers' perspective.
Forasiepi, Cinzia.

Academic language teaching and learning in the third space classroom. A preservice teachers' perspective. - Ann Arbor : ProQuest Dissertations & Theses, 2011 - 251 p.

Source: Dissertation Abstracts International, Volume: 73-05, Section: A, page: 1694.

Thesis (Ed.D.)--University of San Francisco, 2011.

This item is not available from ProQuest Dissertations & Theses.

The increased percentage of immigrant children in the public school system in the United States has challenged schools to provide adequate academic language instruction to reach the same levels as their monolingual peers. Teachers must demonstrate the ability to support the development of academic language in accordance to both the standards' requirements and the linguistic needs of culturally and linguistically diverse students. It is very important to shed light on teacher preparation programs and how they support their candidates to develop a pedagogy that can best respond to students' needs. This study explore the beliefs and practices of preservice teachers as they plan and implement curriculum for academic language development.

ISBN: 9781267148667Subjects--Topical Terms:

532624
Language arts.

Academic language teaching and learning in the third space classroom. A preservice teachers' perspective.
LDR:03337nmm a2200361 4500 001 2127980
005 20180105074627.5
008 180830s2011 ||||||||||||||||| ||eng d
020 $a 9781267148667
035 $a (MiAaPQ)AAI3493852
035 $a AAI3493852
040 $a MiAaPQ $c MiAaPQ
100 1 $a Forasiepi, Cinzia. $3 3290149
245 1 0 $a Academic language teaching and learning in the third space classroom. A preservice teachers' perspective.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2011
300 $a 251 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-05, Section: A, page: 1694.
500 $a Adviser: Emma Fuentes.
502 $a Thesis (Ed.D.)--University of San Francisco, 2011.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a The increased percentage of immigrant children in the public school system in the United States has challenged schools to provide adequate academic language instruction to reach the same levels as their monolingual peers. Teachers must demonstrate the ability to support the development of academic language in accordance to both the standards' requirements and the linguistic needs of culturally and linguistically diverse students. It is very important to shed light on teacher preparation programs and how they support their candidates to develop a pedagogy that can best respond to students' needs. This study explore the beliefs and practices of preservice teachers as they plan and implement curriculum for academic language development.
520 $a This study took place at an elementary school in the San Francisco Bay. The participants were five student-teachers in their final semester of practicum at this school and in the Multiple Subject credential program at a university in the same area. The supervisor and researcher collected the results of the academic language survey, questionnaires and lesson plans. She transcribed observations of the participants' teaching practices, debriefing sessions and the conversations with the participants.
520 $a Four themes emerged from the data: interaction as a tool to deepen learning, bridging students' home and school experiences, teacher facilitation, multimodality: using multiple modes to make meaning; additional factors influencing teaching. The participants demonstrated an ability to navigate the third space classroom by implementing their beliefs about teaching and learning academic language and by adapting to their students' learning needs, and planning according to the expectations of the institution.
520 $a This study ended with several recommendations for credentialing programs to best support their candidates in teaching academic language in the diverse classroom. The study brought to light the importance of a strong field experience in a third space bilingual, bicultural, and economically disadvantaged school context. Such a context has revealed to be a strong prediction of preservice teachers' success in negotiating their identity of academic language teachers.
590 $a School code: 6019.
650 4 $a Language arts. $3 532624
650 4 $a Teacher education. $3 3172312
650 4 $a Linguistics. $3 524476
650 4 $a English as a second language. $3 516208
690 $a 0279
690 $a 0530
690 $a 0290
690 $a 0441
710 2 $a University of San Francisco. $b School of Education - Ed.D.. $3 2098911
773 0 $t Dissertation Abstracts International $g 73-05A.
790 $a 6019
791 $a Ed.D.
792 $a 2011
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3493852