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Language Use Patterns in a Spanish Immersion Algebra Class: Opportunities, Uptake, and Individual Learner Variables- [electronic resource]
Language Use Patterns in a Spanish Immersion Algebra Class: Opportunities, Uptake, and Individual Learner Variables- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214095843
- ISBN
- 9798379942717
- DDC
- 401
- 저자명
- Truman, Lauren.
- 서명/저자
- Language Use Patterns in a Spanish Immersion Algebra Class: Opportunities, Uptake, and Individual Learner Variables - [electronic resource]
- 발행사항
- [S.l.]: : University of Minnesota., 2021
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2021
- 형태사항
- 1 online resource(283 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
- 주기사항
- Advisor: Klee, Carol A.;Menke, Mandy.
- 학위논문주기
- Thesis (Ph.D.)--University of Minnesota, 2021.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약This study examines the language use patterns of students in a math class that is part of a Spanish-English two-way, secondary continuation program. Audio recordings from five class periods were analyzed in order to quantify the opportunities provided for minority language by the teacher, as well as student uptake of those opportunities. This is the first known study to quantify both opportunities and uptake. Additionally, the language use patterns of four focal students were explored. These four students represent the three most common linguistic profiles of DLI students: Spanish home language, English home language, and new-to-the-country. Finally, evidence of motivation and willingness to communicate were described in partial explanation of the language patterns of these four students. Findings indicate that students were given few opportunities for sustained minority language use and student uptake patterns generally reflected this. Additionally, the DLI students in this study tended to use more English than Spanish in the classroom, while the newcomer student spoke almost exclusively in Spanish. Motivation and willingness to communicate were shown to play a significant role in students' language use patterns. Findings support the need for modifications to the L2 Motivational Self System (L2 MSS) when analyzing the motivation of balanced bilinguals. Pedagogical implications of the study point to a need for activities and interventions that provide increased opportunities for sustained minority language use. Increasing the opportunities for sustained minority language use and sustained uptake of these opportunities are crucial steps in helping secondary DLI programs maintain fidelity to the DLI model and to helping students achieve high levels of bilingualism and biliteracy (CAL, 2016).
- 일반주제명
- Bilingual education.
- 일반주제명
- Linguistics.
- 일반주제명
- Sociolinguistics.
- 키워드
- Language use
- 키워드
- Motivation
- 키워드
- Opportunity
- 키워드
- DLI students
- 기타저자
- University of Minnesota Hispanic and Luso Literatures Cultures & Linguistics
- 기본자료저록
- Dissertations Abstracts International. 85-01A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008240612s2021 us |||||||||||||||c||eng d■001000016930956
■00520240214095843
■006m o d
■007cr#unu||||||||
■020 ▼a9798379942717
■035 ▼a(MiAaPQ)AAI28544143
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a401
■1001 ▼aTruman, Lauren.
■24510▼aLanguage Use Patterns in a Spanish Immersion Algebra Class: Opportunities, Uptake, and Individual Learner Variables▼h[electronic resource]
■260 ▼a[S.l.]:▼bUniversity of Minnesota. ▼c2021
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2021
■300 ▼a1 online resource(283 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-01, Section: A.
■500 ▼aAdvisor: Klee, Carol A.;Menke, Mandy.
■5021 ▼aThesis (Ph.D.)--University of Minnesota, 2021.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aThis study examines the language use patterns of students in a math class that is part of a Spanish-English two-way, secondary continuation program. Audio recordings from five class periods were analyzed in order to quantify the opportunities provided for minority language by the teacher, as well as student uptake of those opportunities. This is the first known study to quantify both opportunities and uptake. Additionally, the language use patterns of four focal students were explored. These four students represent the three most common linguistic profiles of DLI students: Spanish home language, English home language, and new-to-the-country. Finally, evidence of motivation and willingness to communicate were described in partial explanation of the language patterns of these four students. Findings indicate that students were given few opportunities for sustained minority language use and student uptake patterns generally reflected this. Additionally, the DLI students in this study tended to use more English than Spanish in the classroom, while the newcomer student spoke almost exclusively in Spanish. Motivation and willingness to communicate were shown to play a significant role in students' language use patterns. Findings support the need for modifications to the L2 Motivational Self System (L2 MSS) when analyzing the motivation of balanced bilinguals. Pedagogical implications of the study point to a need for activities and interventions that provide increased opportunities for sustained minority language use. Increasing the opportunities for sustained minority language use and sustained uptake of these opportunities are crucial steps in helping secondary DLI programs maintain fidelity to the DLI model and to helping students achieve high levels of bilingualism and biliteracy (CAL, 2016).
■590 ▼aSchool code: 0130.
■650 4▼aBilingual education.
■650 4▼aLinguistics.
■650 4▼aSociolinguistics.
■653 ▼aLanguage use
■653 ▼aMotivation
■653 ▼aOpportunity
■653 ▼aTwo-way immersion
■653 ▼aWillingness to communicate
■653 ▼aDLI students
■690 ▼a0282
■690 ▼a0290
■690 ▼a0636
■71020▼aUniversity of Minnesota▼bHispanic and Luso Literatures, Cultures & Linguistics.
■7730 ▼tDissertations Abstracts International▼g85-01A.
■773 ▼tDissertation Abstract International
■790 ▼a0130
■791 ▼aPh.D.
■792 ▼a2021
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16930956▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
