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Fostering Preservice and In-Service ELA Teachers’ Digital Practices for Addressing Climate Change
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In: Teaching and Learning Faculty Publications (2020)
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Urban teachers’ online dissent produces cultural resources of relevance to teacher education ; The Urban Review
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Listening to 21st century literacies: Prehistory of writing in an academic discipline
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Korean English Teachers' Perceptions about Teaching and Assessing Multimodal Composition: A New Direction for Writing Instruction and Assessment in the 21st Century
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Understanding Parents' Motivation in a One-Parent, One Language Approach to Bilingual Education
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Abstract:
Bilingualism is increasingly gaining popularity in the United States due to the advantages that come with speaking two languages. As a result, parents are becoming more interested in raising bilingual children. One of the many approaches that parents employ to reach this goal is the One Parent One Language or OPOL approach. This approach focuses on natural parent-child interaction where each parent speaks a different language to the child at all times. The present case study consists of an English-Spanish speaking OPOL household, and it qualitatively analyzes the parents’ experience and motivation in teaching their children a second language through the lens of Dornyei's (2009) L2 Motivational Self System. Though this theoretical framework is geared towards the motivational dynamics of the language learner, the present study expands it by moving from a theoretical frame of the learner to a theoretical frame of the parent as the language teacher. Through a series of analyses, observations, and semi-structured interviews, this research gathered data that shows how the ideal L2 self, the ought-to L2 self, and the L2 learning experience are manifested and integrated in the actions of parents in a One Parent One Language household. Results show how each of these components is an L2-specific facet of one’s motivation to learn, or in this case, teach the language, and the data serves to illustrate how Dornyei's (2009) L2 Motivational Self System can inform practice for parents developing strategies to help bilingual children reach maximum levels of eventual language attainment. ; A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ; Fall Semester 2018. ; November 15, 2018. ; Bilingual Education, Bilingualism, L2 Motivational Self System, Motivation, One Parent One Language ; Includes bibliographical references. ; Sherry A. Southerland, Professor Co-Directing Dissertation; George L. Boggs, Professor Co-Directing Dissertation; Brenda Cappuccio, University Representative; Mostafa Papi, Committee Member; Elizabeth M. Jakubowski, Committee Member.
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URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A709815/datastream/TN/view/Understanding%20Parents%27%20Motivation%20in%20a%20One-Parent,%20One%20Language%20Approach%20to%20Bilingual%20Education.jpg
http://purl.flvc.org/fsu/fd/2019_Spring_Rios_fsu_0071E_14893
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Teachers’ Perceptions about Teaching Multimodal Composition: The Case Study of Korean English Teachers at Secondary Schools
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