語系:
繁體中文
English
說明(常見問題)
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Experiences of a Foreign Language Assistantship in Mexico : = A Case Study.
紀錄類型:
書目-語言資料,手稿 : Monograph/item
正題名/作者:
Experiences of a Foreign Language Assistantship in Mexico :/
其他題名:
A Case Study.
作者:
Marzin, Emily Adele.
面頁冊數:
1 online resource (282 pages)
附註:
Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
Contained By:
Dissertations Abstracts International85-08A.
標題:
Secondary education. -
電子資源:
click for full text (PQDT)
ISBN:
9798381452532
Experiences of a Foreign Language Assistantship in Mexico : = A Case Study.
Marzin, Emily Adele.
Experiences of a Foreign Language Assistantship in Mexico :
A Case Study. - 1 online resource (282 pages)
Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
Thesis (Ed.D.)--Open University (United Kingdom), 2022.
Includes bibliographical references
This thesis explores the experience of a foreign language assistantship programme in Mexico to gain in-depth insights into how the status, roles, and tasks (SRTs) of foreign language assistants (FLAs), as defined by language assistantship programmes agencies (Azimut Exchanges, 2018; the General Bureau for International Relationships, 2019; the International Centre for Pedagogical Studies, 2018), are understood by the stakeholders - namely the assistants' tutor, educators, students, and FLAs - at a higher education institution, and which of those SRTs are achieved in practice and how.This case study focuses on the French language Department of a public university in Mexico. Based on a social constructivism framework, the research examines the experiences of two FLAs, one French and a French-Canadian FLAs, three educators of French - one Mexican and two French, including the assistants' tutor - and 220 French language students working or studying at this institution. Using a thematic data analysis of semi-structured and focus group interviews, questionnaires, and logbook entries, it explores the experiences and perceptions of the two FLAs' SRTs both inside and outside the classroom.The findings show that three aspects of the stakeholders' understanding of assistants' SRTs influenced the assistants' practice: 1- the communication and partnerships between the stakeholders involved, 2- the pedagogical expectations of students and educators, and 3- the perception of the role of culture in the foreign language teaching and learning process. Results also suggest that while the assistants' presence and work fulfilled the general objectives of the assistantship programme and that they performed their prescribed roles and tasks, FLAs also carried out additional ones. It concludes that to successfully engage the stakeholders with the presence and work of FLAs, improving communication, partnership, and training might be considered to mitigate misinterpretations and frustration. The findings support the need to reshape future assistantship programmes to further develop assistants' intercultural communication skills and prepare them to take linguistic and cultural variations into account.
Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024
Mode of access: World Wide Web
ISBN: 9798381452532Subjects--Topical Terms:
1179560
Secondary education.
Index Terms--Genre/Form:
554714
Electronic books.
Experiences of a Foreign Language Assistantship in Mexico : = A Case Study.
LDR
:03573ntm a22004097 4500
001
1144881
005
20240611104940.5
006
m o d
007
cr mn ---uuuuu
008
250605s2022 xx obm 000 0 eng d
020
$a
9798381452532
035
$a
(MiAaPQ)AAI30776753
035
$a
(MiAaPQ)Open_Univ_UK88705
035
$a
AAI30776753
040
$a
MiAaPQ
$b
eng
$c
MiAaPQ
$d
NTU
100
1
$a
Marzin, Emily Adele.
$3
1470055
245
1 0
$a
Experiences of a Foreign Language Assistantship in Mexico :
$b
A Case Study.
264
0
$c
2022
300
$a
1 online resource (282 pages)
336
$a
text
$b
txt
$2
rdacontent
337
$a
computer
$b
c
$2
rdamedia
338
$a
online resource
$b
cr
$2
rdacarrier
500
$a
Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
500
$a
Advisor: Ayres, June.
502
$a
Thesis (Ed.D.)--Open University (United Kingdom), 2022.
504
$a
Includes bibliographical references
520
$a
This thesis explores the experience of a foreign language assistantship programme in Mexico to gain in-depth insights into how the status, roles, and tasks (SRTs) of foreign language assistants (FLAs), as defined by language assistantship programmes agencies (Azimut Exchanges, 2018; the General Bureau for International Relationships, 2019; the International Centre for Pedagogical Studies, 2018), are understood by the stakeholders - namely the assistants' tutor, educators, students, and FLAs - at a higher education institution, and which of those SRTs are achieved in practice and how.This case study focuses on the French language Department of a public university in Mexico. Based on a social constructivism framework, the research examines the experiences of two FLAs, one French and a French-Canadian FLAs, three educators of French - one Mexican and two French, including the assistants' tutor - and 220 French language students working or studying at this institution. Using a thematic data analysis of semi-structured and focus group interviews, questionnaires, and logbook entries, it explores the experiences and perceptions of the two FLAs' SRTs both inside and outside the classroom.The findings show that three aspects of the stakeholders' understanding of assistants' SRTs influenced the assistants' practice: 1- the communication and partnerships between the stakeholders involved, 2- the pedagogical expectations of students and educators, and 3- the perception of the role of culture in the foreign language teaching and learning process. Results also suggest that while the assistants' presence and work fulfilled the general objectives of the assistantship programme and that they performed their prescribed roles and tasks, FLAs also carried out additional ones. It concludes that to successfully engage the stakeholders with the presence and work of FLAs, improving communication, partnership, and training might be considered to mitigate misinterpretations and frustration. The findings support the need to reshape future assistantship programmes to further develop assistants' intercultural communication skills and prepare them to take linguistic and cultural variations into account.
533
$a
Electronic reproduction.
$b
Ann Arbor, Mich. :
$c
ProQuest,
$d
2024
538
$a
Mode of access: World Wide Web
650
4
$a
Secondary education.
$3
1179560
650
4
$a
Latin American studies.
$3
1181249
650
4
$a
Foreign language instruction.
$3
1241370
650
4
$a
Communication.
$3
556422
650
4
$a
Secondary schools.
$2
bicssc
$3
809827
650
4
$a
Linguistics.
$3
557829
650
4
$a
Teaching assistants.
$3
1468414
650
4
$a
Grammar.
$3
678098
650
4
$a
Teachers.
$3
881385
650
4
$a
Francophones.
$3
1470056
650
4
$a
Verbal communication.
$3
1466370
650
4
$a
Documentation.
$3
863543
650
4
$a
Culture.
$3
556041
650
4
$a
Teaching methods.
$3
1466786
650
4
$a
Higher education.
$3
1148448
650
4
$a
Pedagogy.
$3
1148703
650
4
$a
Language.
$3
571568
655
7
$a
Electronic books.
$2
local
$3
554714
690
$a
0290
690
$a
0745
690
$a
0456
690
$a
0679
690
$a
0459
690
$a
0444
690
$a
0550
690
$a
0533
710
2
$a
Open University (United Kingdom).
$3
1335296
710
2
$a
ProQuest Information and Learning Co.
$3
1178819
773
0
$t
Dissertations Abstracts International
$g
85-08A.
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30776753
$z
click for full text (PQDT)
筆 0 讀者評論
多媒體
評論
新增評論
分享你的心得
Export
取書館別
處理中
...
變更密碼[密碼必須為2種組合(英文和數字)及長度為10碼以上]
登入