Literaturnachweis - Detailanzeige
Autor/inn/en | Carroll, Kevin S.; de Vries, Alissia; Pagán Muñoz, Anyeliz |
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Titel | Future Doctors in Training: Translanguaging in an Evolution Course |
Quelle | In: Critical Inquiry in Language Studies, 18 (2021) 1, S.4-25 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1542-7587 |
DOI | 10.1080/15427587.2020.1864635 |
Schlagwörter | English (Second Language); Language of Instruction; Code Switching (Language); Language Role; Language Attitudes; College Faculty; Premedical Students; Evolution; Biology; Science Instruction; Advanced Courses; College Entrance Examinations; Medical Schools; Bilingualism; Spanish Speaking; Native Language; Student Needs; Team Teaching; Public Colleges; Academic Freedom; Puerto Rico; Medical College Admission Test English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Sprachverhalten; Fakultät; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fortgeschrittenenunterricht; Aufnahmeprüfung; Medizinische Ausbildung; Bilingualismus; Teamteaching; Akademische Freiheit |
Abstract | As the de facto language of science, English proficiency often serves as a gatekeeper for aspiring medical students in Puerto Rico because they encounter English-language instruction, textbooks, and high-stakes standardized tests throughout their studies. Employing ethnographic research methods, this case study documents the language practices in an Evolution course at a bilingual Puerto Rican university, which was cotaught by two non-Puerto Rican professors, neither of whom use English as their native language. Using interviews, a focus group, and video-recorded data, this study analyzes the language practices and pedagogies of both professors as they teach the same course and attempt to make the content comprehensible for their students. Our findings document the nonpurist linguistic behavior of the professors and how they built on their students' linguistic repertoires. Findings also point to how they adopted a nonprescriptive pedagogy that challenges pervasive monolingual ideologies in STEM. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |