東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Teaching in a Mixed Secondary Spanis...

Gunderson, Meredith.

FindBook

Google Book

Amazon

博客來

Teaching in a Mixed Secondary Spanish Classroom: A Case Study of Strategies and Successes of Minnesota Teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching in a Mixed Secondary Spanish Classroom: A Case Study of Strategies and Successes of Minnesota Teachers./
作者:	Gunderson, Meredith.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	126 p.
附註:	Source: Masters Abstracts International, Volume: 56-06.
Contained By:	Masters Abstracts International56-06(E).
標題:	Modern language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10605923
ISBN:	9780355152890

Teaching in a Mixed Secondary Spanish Classroom: A Case Study of Strategies and Successes of Minnesota Teachers.
Gunderson, Meredith.

Teaching in a Mixed Secondary Spanish Classroom: A Case Study of Strategies and Successes of Minnesota Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 126 p.

Source: Masters Abstracts International, Volume: 56-06.

Thesis (M.S.)--Minnesota State University, Mankato, 2017.

The population of Spanish heritage language learners is increasing throughout the state of Minnesota. This change in demographics impacts schools in a variety of ways; one such consequence is the creation of classes for Spanish for Native Speakers in locations with high Latino populations. However, in most locations, such programs currently do not exist, resulting in Spanish heritage language learners enrolling in Spanish foreign language classes. These classrooms, called mixed classes due to the combination of second language learners and Spanish heritage language learners in the same classroom, pose a unique challenge to the foreign language instructors.

ISBN: 9780355152890Subjects--Topical Terms:

3174390
Modern language.

Teaching in a Mixed Secondary Spanish Classroom: A Case Study of Strategies and Successes of Minnesota Teachers.
LDR:02742nmm a2200313 4500 001 2154239
005 20180330130622.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355152890
035 $a (MiAaPQ)AAI10605923
035 $a (MiAaPQ)mnsu:10707
035 $a AAI10605923
040 $a MiAaPQ $c MiAaPQ
100 1 $a Gunderson, Meredith. $3 3341960
245 1 0 $a Teaching in a Mixed Secondary Spanish Classroom: A Case Study of Strategies and Successes of Minnesota Teachers.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 126 p.
500 $a Source: Masters Abstracts International, Volume: 56-06.
500 $a Adviser: Gregory Taylor.
502 $a Thesis (M.S.)--Minnesota State University, Mankato, 2017.
520 $a The population of Spanish heritage language learners is increasing throughout the state of Minnesota. This change in demographics impacts schools in a variety of ways; one such consequence is the creation of classes for Spanish for Native Speakers in locations with high Latino populations. However, in most locations, such programs currently do not exist, resulting in Spanish heritage language learners enrolling in Spanish foreign language classes. These classrooms, called mixed classes due to the combination of second language learners and Spanish heritage language learners in the same classroom, pose a unique challenge to the foreign language instructors.
520 $a This qualitative multiple case study investigates the challenges of mixed classes, teachers' personal and professional history with heritage language learners, and the strategies teachers employed to meet heritage language learners' needs. To explore these topics, three Minnesota Spanish teachers were interviewed and observed during their mixed classes. The results of this study indicate that teachers are aware of their students' linguistic differences but do not acknowledge the distinctions in their affective characteristics. However, although teachers are aware of linguistic differences in HL students, the teachers in this investigation employed few linguistic strategies, suggesting a reason for such a discrepancy may be the teachers' lack of education on such instructional strategies. Furthermore, the results suggest a relationship in use of affective strategies for heritage language learners and the teachers' connection to the heritage language community, thus identifying integrative motivation as key to creating a positive learning environment for heritage language learners.
590 $a School code: 1510.
650 4 $a Modern language. $3 3174390
650 4 $a Secondary education. $3 2122779
690 $a 0291
690 $a 0533
710 2 $a Minnesota State University, Mankato. $b Spanish. $3 3341961
773 0 $t Masters Abstracts International $g 56-06(E).
790 $a 1510
791 $a M.S.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10605923