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“LET ME TALK MY SHIT”: EXPLORING RACIOCULTURAL TRAUMA THROUGH EMBODIED ARTS
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In: Doctoral Dissertations (2021)
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| 142 |
Critical Multicultural Engagement with Children's Texts: Perspectives, Power, and Positioning
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In: Doctoral Dissertations (2021)
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| 143 |
“Mama, Let’s Read!”: Critical Race Perspectives and the Centrality of Language in Everyday Literacies
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In: Korina Jocson (2021)
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| 144 |
EXPLORING LANGUAGE, CULTURE AND IDENTITY: PERSPECTIVES FROM NON-NATIVE ARABIC UNIVERSITY TEACHERS IN THE US
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In: Doctoral Dissertations (2021)
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Abstract:
This dissertation explores how six non-native (NN) university Arabic teachers make sense of language, culture, and identity. Specifically, it aims to understand how their experiences as Arabic language learners, preservice teachers, and classroom practitioners shape their classroom work, especially as they relate to their conceptions of teaching culture and the negotiation of their personal and professional identities. Four questions guide this study: how NN Arabic teachers perceive culture, what their culture teaching practices are, what identities they enact, and what their contributions to the teaching of Arabic as foreign language (TAFL) field are. To address these issues, the study draws on sociocultural theory to understand language, culture, and identity, along with Wenger’s (1998) concept of communities of practice to examine NN Arabic teachers’ practices in relation to teaching language and culture and the development of their identities as teachers. This study employs qualitative case study research methods. The data were collected via an online survey questionnaire, in-depth semi-structured interviews, and teacher documents. The procedure for data analysis draws on thematic analysis. Analysis of the data shows that most of the participants desire to provide better learning experiences to their students than they have had, and that cultural competence is peripheral to linguistic competence in the Arabic language classroom. Additionally, they enjoy collegial connections with their students, other faculty, and administrators. However, while some of the teachers show self-confidence, others struggle with anxiety, intimidation, and inadequacy. Furthermore, most teachers acknowledge their contributions to Arabic pedagogy despite their recognition of their limited linguistic and cultural knowledge. However, some of the teachers struggle with the native speaker ideology. Their struggle results in feeling outside the inner circle and, therefore, as inadequate teachers. Nevertheless, some participants argue that their limited linguistic and cultural knowledge can be transformed into opportunities for their professional training. Implications point to the need for efforts to promote teacher preparation programs that meet the specific needs of NN Arabic teachers. Failure to learn a dialect alongside Modern Standard Arabic (MSA) and insufficient teacher training are found to account for the anxieties and insecurities of NN Arabic teachers. Therefore, programs focusing on second language pedagogy and a deeper understanding of teacher identity development are needed. The end goal is to build Arabic education programs that foster empowering learners and teachers to enable them to overcome their challenges and become successful Arabic learners and teachers.
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Keyword:
Arabic Language and Literature; Arabic language teaching; Education; Higher Education and Teaching; Language and Literacy Education; Modern Languages; non-native teacher identity; positioning; Scholarship of Teaching and Learning; teacher education; teaching culture
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URL: https://scholarworks.umass.edu/dissertations_2/2208
https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=3279&context=dissertations_2
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| 145 |
Reading in Kapampangan, Filipino, and English: A Look at Multilingual Children in an Economically Challenging Philippine Community
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In: Theses and Dissertations (Comprehensive) (2021)
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| 146 |
Collaborative Classrooms: Incorporating Pragmatics and Technology in Language Learning with a Focus on Generation 1.5
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In: All Graduate Plan B and other Reports (2021)
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| 147 |
Public Perceptions of Language Education in Taiwan: English in a Multilingual Context
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In: Mahurin Honors College Capstone Experience/Thesis Projects (2021)
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| 148 |
The benefits of imbedding literacy and skill development into content while embracing culture and diversity in the classroom
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In: Master's of Arts in Teaching (MAT) Action Research (2021)
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| 149 |
"Are We Excavating Today?" A Portrait of Vocabulary-Enhanced Intervention Practices
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In: Reading Horizons: A Journal of Literacy and Language Arts (2021)
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| 150 |
Upper Elementary and Middle School U.S. Teachers’ Views of Grammar and Its Instruction
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In: Reading Horizons: A Journal of Literacy and Language Arts (2021)
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| 151 |
Writing to Transgress: Autobiographies and Family Trees as Multimodal and Culturally Sustaining Writing Pedagogy
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In: Teaching/Writing: The Journal of Writing Teacher Education (2021)
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| 152 |
“We Treat Them Like Animals in a Cage”: A Dialogic Exploration of Refugee
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In: Reading Horizons: A Journal of Literacy and Language Arts (2021)
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| 153 |
Sociocultural Implications of Providing Differentiated and Equitable Learning Strategies in Spanish Language Classes
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In: Master's of Arts in Teaching (MAT) Action Research (2021)
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| 154 |
Scaffolding Agentic Literacy & Voice Honoring Practices For Language Minority Students
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In: Master's of Arts in Teaching (MAT) Action Research (2021)
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| 155 |
Balancing the Double-Edged Sword of Implementation: An Eclectic Approach
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In: All Graduate Plan B and other Reports (2021)
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| 156 |
Teaching in the Digital Age: Creating a Student-Centered Classroom
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In: All Graduate Plan B and other Reports (2021)
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| 157 |
Meeting the Needs of Adult Language Learners: A Focus on Communication and Literacy
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In: All Graduate Plan B and other Reports (2021)
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| 158 |
Flipgrid and Second Language Acquisition Using Flipgrid to Promote Speaking Skills for English Language Learners
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In: Master’s Theses and Projects (2020)
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| 159 |
Phil the Phytoplankton
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In: World Languages and Cultures (2020)
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| 160 |
Investigando los Éxitos y las Dificultades de Implementar un Programa de Inmersión Dual a Través de las Perspectivas de Tres Administradores
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In: World Languages and Cultures (2020)
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