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Teachers' Beliefs and Classroom Practices Related To Students' Heritage Language and Culture.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teachers' Beliefs and Classroom Practices Related To Students' Heritage Language and Culture./
作者:	Fan, Liuran.
面頁冊數:	1 online resource (174 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
標題:	Bilingual education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355334852

Teachers' Beliefs and Classroom Practices Related To Students' Heritage Language and Culture.
Fan, Liuran.

Teachers' Beliefs and Classroom Practices Related To Students' Heritage Language and Culture. - 1 online resource (174 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--Iowa State University, 2017.

Includes bibliographical references

During the 2013--2014 school year, approximately 5 million students in U.S. public schools (K-12) were heritage language speakers (HLSs), which represented almost 10% of total enrollment. The HLS population is expected to keep growing for the next decade (National Education Association, 2011). Teachers play a critical role in the learning and teaching process of students. Teachers' beliefs and classroom practices toward children's maintenance of heritage language and culture can have a powerful influence on HLSs' beliefs and their performance. Researchers have found several factors can predict teachers' beliefs about students' heritage language maintenance, including teachers' personal beliefs and education background, years of teaching experiences, English as second language (ESL) training, and ability to speak another language (Szecsi et al., 2015; Pettit, 2011; Lee & Oxelson, 2006; Garca-Nevarez et al., 2005, Byrnes, Kiger, & Manning, 1997). This study used interviews, observations, and a survey to explore elementary teacher's beliefs and classroom practices in supporting students' heritage language and culture. Results showed that teachers believed it was important to maintain HLSs' heritage language. Schools and teachers were also implementing different stategies and practices to incorporate students' heritage language and culture in classrooms. However, schools and teachers all faced challenges in meeting the needs of HLSs. Factors that contibute to teachers' beliefs and classroom practices toward maintaining their students' heritage langauge and culture were also investigated.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355334852Subjects--Topical Terms:

1148431
Bilingual education.
Index Terms--Genre/Form:

554714
Electronic books.

Teachers' Beliefs and Classroom Practices Related To Students' Heritage Language and Culture.
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300 $a 1 online resource (174 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Advisers: Gayle J. Luze; Carla A. Peterson.
502 $a Thesis (Ph.D.)--Iowa State University, 2017.
504 $a Includes bibliographical references
520 $a During the 2013--2014 school year, approximately 5 million students in U.S. public schools (K-12) were heritage language speakers (HLSs), which represented almost 10% of total enrollment. The HLS population is expected to keep growing for the next decade (National Education Association, 2011). Teachers play a critical role in the learning and teaching process of students. Teachers' beliefs and classroom practices toward children's maintenance of heritage language and culture can have a powerful influence on HLSs' beliefs and their performance. Researchers have found several factors can predict teachers' beliefs about students' heritage language maintenance, including teachers' personal beliefs and education background, years of teaching experiences, English as second language (ESL) training, and ability to speak another language (Szecsi et al., 2015; Pettit, 2011; Lee & Oxelson, 2006; Garca-Nevarez et al., 2005, Byrnes, Kiger, & Manning, 1997). This study used interviews, observations, and a survey to explore elementary teacher's beliefs and classroom practices in supporting students' heritage language and culture. Results showed that teachers believed it was important to maintain HLSs' heritage language. Schools and teachers were also implementing different stategies and practices to incorporate students' heritage language and culture in classrooms. However, schools and teachers all faced challenges in meeting the needs of HLSs. Factors that contibute to teachers' beliefs and classroom practices toward maintaining their students' heritage langauge and culture were also investigated.
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