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Self-efficacy within an individualized approach to improving language learners’ self-regulated learning strategies
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In: World Languages and Cultures Publications (2020)
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| 42 |
Asian Pacific American Showcase: Narratives of home and family push back against stereotypes of perpetual foreigners
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In: Education Publications (2020)
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| 43 |
A Step Toward the Assessment of English as a Lingua Franca
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In: English Publications (2020)
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| 44 |
“This is why nobody knows who you are:” (Counter)Stories of Southeast Asian Americans in the Midwest
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In: Education Publications (2020)
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| 45 |
Faculty Perceptions and Teaching Practices for Transformative Change: Culturally Responsive Teaching in Pharmacy Education
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In: Theses, Dissertations and Capstones (2020)
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| 46 |
Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement
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In: Excelsior: Leadership in Teaching and Learning (2020)
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| 47 |
"Academic Languages Isn't Easy": English Learners' Perceptions of Learning in High School
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In: All Theses & Dissertations (2020)
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| 48 |
An Empirical Exploration of Southeast Asian-Americans in Education Research: A Qualitative Meta-Analysis
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In: Journal of Southeast Asian American Education and Advancement (2020)
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| 49 |
The Representation of Majors in Purdue University Study Abroad Programs
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In: The Journal of Purdue Undergraduate Research (2020)
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| 50 |
Equity, Diversity, and Inclusion Climate Assessment Activities: Development and Strategic Use in Diversity Action Plans
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In: School of Information Student Research Journal (2020)
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| 51 |
Effect of Multinational Projects on Engineering Students through a Summer Exposure Research Program
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In: School of Computer Science & Engineering Faculty Publications (2020)
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| 52 |
Marketing university students as mobile multilingual workers: the emergence of neoliberal lifestylers
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| 53 |
Book review: Neha Vora, Teach for Arabia: American Universities, Liberalism, and Transnational Qatar
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2020)
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| 54 |
TEAC 413M: Teaching Multilingual Learners in Content Areas – A Peer Review of Teaching Benchmark Portfolio
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In: UNL Faculty Course Portfolios (2020)
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| 55 |
Paths to the Baccalaureate at a Hispanic-Serving Institution: The Lived Experiences of Latinos who Entered Higher Education at the Community College
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In: Contemporary Issues in Educational Leadership (2020)
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| 57 |
The Most Important Cog in the System: A Case for Legislative Change to Drive Professionalisation
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In: Journal of Interpretation (2020)
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| 58 |
Get Rich or Die Tryin’: Media and Black Male Academic Identity Development
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In: University of New Orleans Theses and Dissertations (2020)
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| 59 |
CRITICAL CULTURAL PERSPECTIVES ON TEACHING ARABIC AS A FOREIGN LANGUAGE (TAFL): A CRITICAL ETHNOGRAPHIC INVESTIGATION OF A US COLLEGE-LEVEL COURSE
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In: Doctoral Dissertations (2020)
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Abstract:
A gap in the critical cultural research paradigm in foreign language teaching (FLT) and teaching Arabic as a foreign language (TAFL) at the college level in the U.S. context subsists. FLT and TAFL have been characterized by the prevalence of the communicative and proficiency-based pedagogies and their concomitant research frameworks. This prevalence is tied to the growing neoliberal and terror rhetoric in recent years (Kramsch, 2005; Bernstein et al., 2015). In the face of the latter, a need for critical cultural frameworks of teaching and research became plausible to deconstruct the different clichés and biases in the context of Arabic teaching, and namely in this study, the stereotyping techniques that Arabs and Muslims have been experiencing since the 9/11 terrorist attacks (Morey & Yaqin, 2011; Kramsch, 2005). The ultimate goal is to provide insights on culturally inclusive pedagogies in the Arabic and foreign language classrooms. I corresponded to the gap mentioned above through a critical deconstruction of the development of cultural representations across a variety of classroom discourses in an advanced college-level Arabic course. In so doing, I benefited from the critical ethnographic orientation for data collection, (Carspecken, 1996; Madison, 2012; Emerson, Fretz & Shaw, 2011), critical discourse analysis (CDA) (Fairclough, 2003, 2008), and thematic analysis (Braun & Clarke, 2006) for data analysis. Through CDA (Fairclough, 2008), I analyzed two readings and two subsequent in-class debate activities to critically disclose the types of cultural representations constructed in them vis-à-vis their ideological underpinnings as well as the macro- and micro-contextual elements that construe them. Via thematic analysis (Braun & Clarke, 2006), I analyzed the participants’ interviews to pin down the factors that informed or hindered their cultural engagements with the course’s materials Conclusions are concerned with six points: 1- Texts are ideological artifacts, and they potentially play a role in the augmentation of cultural stereotypes, 2- instructional genres may contribute to the development of cultural clichés, 3- students’ perceptions of Arab cultures may entail cultural decontextualization and labeling, 4- semantics and syntax might represent incentives as well as barriers for cultural growth, 5- goals for Arabic learning may range from economic to social incentives, and 6- the immersion and shared cultural experiences are potential means for cultural connections. Findings suggest recommendations for teaching and research that can enhance inclusive cultural engagements to challenge the cultural labeling dynamics and the neoliberal drive in the foreign language classroom context. The latter can be achieved via reading texts against the grain, deconstruction of the instructional genre, drawing on the immersion and personal experiences as means for all-encompassing cultural engagements, emphasizing non-neoliberal language learning goals, and reconceptualizing the learning of semantics and syntax in foreign language teaching.
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Keyword:
and Multicultural Education; Bilingual; Critical Cultural Perspectives; Critical Discourse Analysis; Critical Ethnography; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Methods; Foreign Language Teaching; Higher Education; Language and Literacy Education; Multilingual
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URL: https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=3107&context=dissertations_2
https://scholarworks.umass.edu/dissertations_2/2060
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| 60 |
Self-Efficacy and Attitudes for Vocabulary Strategies Among English Learners and Native Speakers
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In: Reading Horizons: A Journal of Literacy and Language Arts (2020)
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