第二语言习得课堂中的双语辅助专业人员

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH Education Inquiry Pub Date : 2021-11-10 DOI:10.1080/20004508.2021.1994117
Shawn G. Pennelle, R. Case, G. Williams
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引用次数: 1

摘要

摘要本文对美国一所大学的13名双语准专业人员进行了定性研究,他们参加了第二语言习得课程,该课程是专业发展计划的一部分。该研究借鉴了社会文化理论,重点记录了准专业人士如何协商混合在线第二语言习得课程的学术需求。2017年进行了数据收集,2019年完成专业发展计划后再次进行数据收集。数据是通过课堂作业、专业期刊和半结构化访谈收集的。研究结果详细说明了双语准专业人员将自己学习和教授第二语言的专业和个人经历与专业发展联系起来的方式和必要条件。课堂活动为学生提供了一个将个人经历与学术联系起来的空间,这是关键。提出了在专业发展过程中的实践建议。
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Bilingual paraprofessionals in the second language acquisition classroom
ABSTRACT This paper reports on a qualitative study of 13 bilingual paraprofessionals at a university in the USA enrolled in a second language acquisition class that was part of a professional development programme. Drawing on socio-cultural theory, the study focused on documenting how the paraprofessionals negotiated the academic demands of a hybrid online second language acquisition class. Data collection was conducted in 2017 and then again in 2019 following completion of the professional development programme. Data was gathered through classroom assignments, a professional journal, and semi-structured interviews. Findings detail the ways in which and the conditions necessary for bilingual paraprofessionals to connect their own professional and personal experiences learning and teaching a second language to professional development. Classroom activities which provide a space for students to pair personal experiences with the academic were key. Suggestions for practice during professional development are offered.
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来源期刊
Education Inquiry
Education Inquiry Social Sciences-Sociology and Political Science
CiteScore
5.00
自引率
0.00%
发文量
34
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