國立虎尾科技大學 |

Teacher Perceptions of Sociocultural Competence in Dual Language Education.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teacher Perceptions of Sociocultural Competence in Dual Language Education./
作者:	Palmieri, Angela.
面頁冊數:	1 online resource (287 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
Contained By:	Dissertations Abstracts International83-06A.
標題:	Bilingual education. -
電子資源:	click for full text (PQDT)
ISBN:	9798759944195

Teacher Perceptions of Sociocultural Competence in Dual Language Education.
Palmieri, Angela.

Teacher Perceptions of Sociocultural Competence in Dual Language Education. - 1 online resource (287 pages)

Source: Dissertations Abstracts International, Volume: 83-06, Section: A.

Thesis (Ed.D.)--University of California, Los Angeles, 2021.

Includes bibliographical references

This exploratory qualitative study explored the perceptions of sociocultural competence held byK-8th dual language immersion (DLI) teachers. Twenty-one K-8th dual language immersionteachers from California were recruited to participate in this study, which sought to understandhow K-8th DLI teachers a) perceive and define sociocultural competence, b) explain theimplementation strategies and practices that they utilize when addressing socioculturalcompetence in their classrooms, c) explain the barriers that they face when attempting to addresssociocultural competence in DLI settings, and d) describe the learning experiences in preserviceand inservice dual language teacher education that contributed to their knowledge ofsociocultural competence. The four research questions that guided this study were writtenutilizing some of the principles of Vygotsky's sociocultural theory, which reinforce theinextricable connection between language and culture in dual language education, the importance of sociocultural competence as the foundation for language learning, as well as the foundationfor the argument that sociocultural competence needs to be intentionally operationalized duringinstruction (Freire, 2019). Each of the research questions resulted in one key finding. Thefindings were used to develop three recommendations for DL educators that can be utilized tohelp address sociocultural competence in dual language education. This study offers acontribution to a knowledge base to further understand sociocultural competence as amultidimensional and complex construct, in order to further explore how to operationalizesociocultural competence DL classrooms. This research provides salient knowledge for languagescholars and practitioners on sociocultural competence in dual language education. Furtherresearch on the operationalization of sociocultural competence in dual language settings isneeded. Importantly, this study acts as a call to action to dual language educators to positioncritical consciousness at the forefront of the conversations around sociocultural competence, inorder to address the inequities that continue to perpetuate systems of oppression, and theneoliberal, English-hegemonic policies that continue to marginalize language minoritizedstudents and Communities of Color in dual language education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798759944195Subjects--Topical Terms:

1148431
Bilingual education.
Subjects--Index Terms:

Critical consciousnessIndex Terms--Genre/Form:

554714
Electronic books.

Teacher Perceptions of Sociocultural Competence in Dual Language Education.
LDR:03803ntm a22004097 4500 001 1147944
005 20240916065944.5
006 m o d
007 cr bn ---uuuuu
008 250605s2021 xx obm 000 0 eng d
020 $a 9798759944195
035 $a (MiAaPQ)AAI28776683
035 $a AAI28776683
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Palmieri, Angela. $3 1473797
245 1 0 $a Teacher Perceptions of Sociocultural Competence in Dual Language Education.
264 0 $c 2021
300 $a 1 online resource (287 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: 83-06, Section: A.
500 $a Advisor: Orellana, Marjorie E.;Santibanez, Lucrecia.
502 $a Thesis (Ed.D.)--University of California, Los Angeles, 2021.
504 $a Includes bibliographical references
520 $a This exploratory qualitative study explored the perceptions of sociocultural competence held byK-8th dual language immersion (DLI) teachers. Twenty-one K-8th dual language immersionteachers from California were recruited to participate in this study, which sought to understandhow K-8th DLI teachers a) perceive and define sociocultural competence, b) explain theimplementation strategies and practices that they utilize when addressing socioculturalcompetence in their classrooms, c) explain the barriers that they face when attempting to addresssociocultural competence in DLI settings, and d) describe the learning experiences in preserviceand inservice dual language teacher education that contributed to their knowledge ofsociocultural competence. The four research questions that guided this study were writtenutilizing some of the principles of Vygotsky's sociocultural theory, which reinforce theinextricable connection between language and culture in dual language education, the importance of sociocultural competence as the foundation for language learning, as well as the foundationfor the argument that sociocultural competence needs to be intentionally operationalized duringinstruction (Freire, 2019). Each of the research questions resulted in one key finding. Thefindings were used to develop three recommendations for DL educators that can be utilized tohelp address sociocultural competence in dual language education. This study offers acontribution to a knowledge base to further understand sociocultural competence as amultidimensional and complex construct, in order to further explore how to operationalizesociocultural competence DL classrooms. This research provides salient knowledge for languagescholars and practitioners on sociocultural competence in dual language education. Furtherresearch on the operationalization of sociocultural competence in dual language settings isneeded. Importantly, this study acts as a call to action to dual language educators to positioncritical consciousness at the forefront of the conversations around sociocultural competence, inorder to address the inequities that continue to perpetuate systems of oppression, and theneoliberal, English-hegemonic policies that continue to marginalize language minoritizedstudents and Communities of Color in dual language education.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Bilingual education. $3 1148431
650 4 $a Multicultural education. $3 556370
650 4 $a Educational sociology. $3 555555
653 $a Critical consciousness
653 $a Culture
653 $a Dual language education
653 $a Sociocultural competence
653 $a Sociopolitical consciousness
653 $a Third pillar
655 7 $a Electronic books. $2 local $3 554714
690 $a 0282
690 $a 0455
690 $a 0340
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of California, Los Angeles. $b Education - Leadership Program 0659. $3 1471323
773 0 $t Dissertations Abstracts International $g 83-06A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28776683 $z click for full text (PQDT)