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

Critical Pedagogy in the Spanish Lan...

Ramirez, Rebecca Lee.

FindBook

Google Book

Amazon

博客來

Critical Pedagogy in the Spanish Language Classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Critical Pedagogy in the Spanish Language Classroom./
作者:	Ramirez, Rebecca Lee.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	137 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10838507
ISBN:	9780438209763

Critical Pedagogy in the Spanish Language Classroom.
Ramirez, Rebecca Lee.

Critical Pedagogy in the Spanish Language Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 137 p.

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (Ph.D.)--Fordham University, 2018.

Spanish-language students in the United States often exit the language requirement lacking the background knowledge needed to communicate with the Spanish-speaking community in a meaningful way. The linguistic diversity present in students' communities is often not reflected in teaching and textbooks superficially represent Spanish varieties. The "standard" Spanish language is overemphasized and overrepresented while local varieties are marginalized. This case study attempted to narrow the gap between theory and practice. Critical pedagogy was used to explore standard-language ideology and how students discussed the Spanish-variety hierarchy in a seventh-grade classroom in an academically gifted public school. Students examined Spanish varieties, the Spanish-variety hierarchy, and engaged in critical dialogue around issues of social justice. Transcriptions of 11 classroom lessons, nine interviews, and one informal conversation were analyzed using inductive coding and grounded theory. Findings showed that students initially adhered to Eurocentric viewpoints by favoring Castilian Spanish; however, during lessons employing problem-posing activities, students began to exhibit raised consciousness about inequities present in the classroom and beyond. Students revised previously held beliefs and began to challenge standard-language ideology as well as the dominant culture. Though the effects of critical praxis were evident during the course of the study, the impact was short-term. During a follow-up interview 3 months later, students were unable to accurately describe the study and did not recall most of the vocabulary taught during the lessons. This study highlighted the need to embed critical pedagogy practices into the curriculum rather than a series of discrete lessons.

ISBN: 9780438209763Subjects--Topical Terms:

3172512
Foreign language education.

Critical Pedagogy in the Spanish Language Classroom.
LDR:02778nmm a2200337 4500 001 2204332
005 20190709084846.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438209763
035 $a (MiAaPQ)AAI10838507
035 $a (MiAaPQ)fordham:11194
035 $a AAI10838507
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ramirez, Rebecca Lee. $3 3431177
245 1 0 $a Critical Pedagogy in the Spanish Language Classroom.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 137 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
500 $a Adviser: Jane Bolgatz.
502 $a Thesis (Ph.D.)--Fordham University, 2018.
520 $a Spanish-language students in the United States often exit the language requirement lacking the background knowledge needed to communicate with the Spanish-speaking community in a meaningful way. The linguistic diversity present in students' communities is often not reflected in teaching and textbooks superficially represent Spanish varieties. The "standard" Spanish language is overemphasized and overrepresented while local varieties are marginalized. This case study attempted to narrow the gap between theory and practice. Critical pedagogy was used to explore standard-language ideology and how students discussed the Spanish-variety hierarchy in a seventh-grade classroom in an academically gifted public school. Students examined Spanish varieties, the Spanish-variety hierarchy, and engaged in critical dialogue around issues of social justice. Transcriptions of 11 classroom lessons, nine interviews, and one informal conversation were analyzed using inductive coding and grounded theory. Findings showed that students initially adhered to Eurocentric viewpoints by favoring Castilian Spanish; however, during lessons employing problem-posing activities, students began to exhibit raised consciousness about inequities present in the classroom and beyond. Students revised previously held beliefs and began to challenge standard-language ideology as well as the dominant culture. Though the effects of critical praxis were evident during the course of the study, the impact was short-term. During a follow-up interview 3 months later, students were unable to accurately describe the study and did not recall most of the vocabulary taught during the lessons. This study highlighted the need to embed critical pedagogy practices into the curriculum rather than a series of discrete lessons.
590 $a School code: 0072.
650 4 $a Foreign language education. $3 3172512
650 4 $a Language. $3 643551
650 4 $a Education. $3 516579
650 4 $a Middle school education. $3 969762
650 4 $a Gifted education. $3 3172499
690 $a 0444
690 $a 0679
690 $a 0515
690 $a 0450
690 $a 0445
710 2 $a Fordham University. $b Division of Curriculum & Teaching. $3 1679712
773 0 $t Dissertation Abstracts International $g 79-12A(E).
790 $a 0072
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10838507