東華大學圖書館 |

Crossing Cultural Boundaries: Explorations in Multilingual Teaching and Learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Crossing Cultural Boundaries: Explorations in Multilingual Teaching and Learning./
作者:	Smith, Patriann.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2013,
面頁冊數:	361 p.
附註:	Source: Dissertations Abstracts International, Volume: 75-03, Section: A.
Contained By:	Dissertations Abstracts International75-03A.
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3590457
ISBN:	9781303301919

Crossing Cultural Boundaries: Explorations in Multilingual Teaching and Learning.
Smith, Patriann.

Crossing Cultural Boundaries: Explorations in Multilingual Teaching and Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2013 - 361 p.

Source: Dissertations Abstracts International, Volume: 75-03, Section: A.

Thesis (Ph.D.)--University of South Florida, 2013.

This item is not available from ProQuest Dissertations & Theses.

In this dissertation, "Crossing Cultural Boundaries: Explorations in Multilingual Teaching and Learning," I approached the study of language and literacy teaching and learning across multilingual and multicultural contexts via an optional dissertation process that required completion of multiple studies. In my first entry point to this dissertation, I focused on two areas. I conducted a comprehensive literature review of literacy and language policies for K-12 multilingual learners across selected English-speaking Caribbean countries. Findings indicated that teachers were predisposed to English as the language of literacy instruction and that literacy initiatives, programs, and assessment reflected traditional conceptions of literacy. In addition, based on my examination of language policy in St. Lucia, the linguistic status quo appeared to function as the de facto policy for literacy education, St. Lucian Standard English was privileged as the language of instruction, and underperformance in literacy characterized students at all levels of the education system. My second entry point to this dissertation was three-pronged. I first examined a multilingual English-Speaking Caribbean teacher's literacy practice beyond the context of the classroom, noting three recursive pathways, namely (trans) formation in attitude inclusive of shunning, accepting, and reflecting behaviors; the use of certain accommodative strategies such as the adjustment of language and speech; and distinct identity formation processes, including the construction of varied identities for school, home, profession, and friends. I secondly investigated my own practice. This investigation revealed components of multilingual awareness in my practice such as reflection, monitoring, attending to clues, following discourse patterns, and applying conversational strategies based on feedback. Further, I identified components of multicultural awareness, namely awareness of individual predispositions, awareness of other cultures, and attention to stereotypes, as well s noted the association between my multilingual and multicultural awareness via "facilitation" and "symbiosis." In my third entry point to this dissertation, examination of the verbal report methodology as applied in literacy research revealed that researchers tended to adhere to recommendations related to the use of concurrent protocols, the elicitation of responses concerning current processing, and stipulations requiring participants to provide verbal explanations of thought, as guided by cognitivist perspectives. However, in many instances, based on the recommendations emanating from cognitivist approaches to verbal reports, researchers failed to slow down processing, to consider variations in participants' verbal abilities in interpretations of data, and to predict the probable contents of participants' self-reports. Based on findings emerging from the three entry points to this dissertation, major implications for multilingual students, teachers, teacher educators, and researchers were identified. At the micro-level, the Caribbean region stands to benefit from a consideration of international approaches to literacy research as a means of developing a research base applicable to the social, cultural, and linguistic contexts in which language learners function in the multilingual English-speaking Caribbean. In addition, multilingual teachers and teacher educators in the Caribbean can learn from researchers' examination of the literacy processes of language learners in the particular contexts of the multilingual English-Speaking Caribbean identified in this dissertation. Understanding how such teachers and educators respond to linguistic and cultural diversity within and beyond these contexts, and as a result of their experiences, holds potential for informing literacy practice. With regards to researchers, the use of verbal reports must be tapped to further facilitate understanding of students' literacy processes. Through consideration of how a socio-cultural approach might be merged with cognitivist notions of protocol construction within the multilingual contexts of the Caribbean, researchers can obtain insights into the more holistic processes of students' literacy development. (Abstract shortened by UMI.).

ISBN: 9781303301919Subjects--Topical Terms:

2122778
Bilingual education.

Crossing Cultural Boundaries: Explorations in Multilingual Teaching and Learning.
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500 $a Source: Dissertations Abstracts International, Volume: 75-03, Section: A.
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502 $a Thesis (Ph.D.)--University of South Florida, 2013.
506 $a This item is not available from ProQuest Dissertations & Theses.
506 $a This item must not be sold to any third party vendors.
520 $a In this dissertation, "Crossing Cultural Boundaries: Explorations in Multilingual Teaching and Learning," I approached the study of language and literacy teaching and learning across multilingual and multicultural contexts via an optional dissertation process that required completion of multiple studies. In my first entry point to this dissertation, I focused on two areas. I conducted a comprehensive literature review of literacy and language policies for K-12 multilingual learners across selected English-speaking Caribbean countries. Findings indicated that teachers were predisposed to English as the language of literacy instruction and that literacy initiatives, programs, and assessment reflected traditional conceptions of literacy. In addition, based on my examination of language policy in St. Lucia, the linguistic status quo appeared to function as the de facto policy for literacy education, St. Lucian Standard English was privileged as the language of instruction, and underperformance in literacy characterized students at all levels of the education system. My second entry point to this dissertation was three-pronged. I first examined a multilingual English-Speaking Caribbean teacher's literacy practice beyond the context of the classroom, noting three recursive pathways, namely (trans) formation in attitude inclusive of shunning, accepting, and reflecting behaviors; the use of certain accommodative strategies such as the adjustment of language and speech; and distinct identity formation processes, including the construction of varied identities for school, home, profession, and friends. I secondly investigated my own practice. This investigation revealed components of multilingual awareness in my practice such as reflection, monitoring, attending to clues, following discourse patterns, and applying conversational strategies based on feedback. Further, I identified components of multicultural awareness, namely awareness of individual predispositions, awareness of other cultures, and attention to stereotypes, as well s noted the association between my multilingual and multicultural awareness via "facilitation" and "symbiosis." In my third entry point to this dissertation, examination of the verbal report methodology as applied in literacy research revealed that researchers tended to adhere to recommendations related to the use of concurrent protocols, the elicitation of responses concerning current processing, and stipulations requiring participants to provide verbal explanations of thought, as guided by cognitivist perspectives. However, in many instances, based on the recommendations emanating from cognitivist approaches to verbal reports, researchers failed to slow down processing, to consider variations in participants' verbal abilities in interpretations of data, and to predict the probable contents of participants' self-reports. Based on findings emerging from the three entry points to this dissertation, major implications for multilingual students, teachers, teacher educators, and researchers were identified. At the micro-level, the Caribbean region stands to benefit from a consideration of international approaches to literacy research as a means of developing a research base applicable to the social, cultural, and linguistic contexts in which language learners function in the multilingual English-speaking Caribbean. In addition, multilingual teachers and teacher educators in the Caribbean can learn from researchers' examination of the literacy processes of language learners in the particular contexts of the multilingual English-Speaking Caribbean identified in this dissertation. Understanding how such teachers and educators respond to linguistic and cultural diversity within and beyond these contexts, and as a result of their experiences, holds potential for informing literacy practice. With regards to researchers, the use of verbal reports must be tapped to further facilitate understanding of students' literacy processes. Through consideration of how a socio-cultural approach might be merged with cognitivist notions of protocol construction within the multilingual contexts of the Caribbean, researchers can obtain insights into the more holistic processes of students' literacy development. (Abstract shortened by UMI.).
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