Con "Confianza": The Emergence of the Zone of Proximal Development in a University ESL Course

Autor/inn/en	Soto-Santiago, Sandra L.; Rivera, Rosita L.; Mazak, Catherine M.
Titel	Con "Confianza": The Emergence of the Zone of Proximal Development in a University ESL Course
Quelle	In: HOW, 22 (2015) 1, S.10-25 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0120-5927
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Puerto Ricans; Sociocultural Patterns; Learning Theories; Qualitative Research; Focus Groups; Student Attitudes; Teaching Assistants; Teacher Student Relationship; College Faculty; State Universities; Teaching Methods; Course Content; Peer Relationship; Spanish Speaking; Agricultural Education; Majors (Students); Ethnography; Case Studies; College Students; Interviews; Puerto Rico + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Puerto Rican; Puerto-Ricaner; Soziokulturelle Theorie; Learning theory; Lerntheorie; Qualitative Forschung; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Staatliche Universität; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Peer-Beziehungen; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Ethnografie; Case study; Fallstudie; Case Study; Collegestudent; Interviewing; Interviewtechnik
Abstract	This article illustrates how a classroom community characterized by "confianza"--a feeling of mutual understanding, respect, and emotional closeness--facilitated the English language learning of Spanish-speaking students in a content-based English as a second language class at a Puerto Rican public university. To understand the processes by which this language learning took place qualitative data were collected through classroom observations and focus groups. The authors examined the language choices students made in their interactions with professors, teaching assistants, and peers as they engaged in classroom conversations using both Spanish and English as learning tools. The central claim of the article is that "confianza" created the conditions through which learners were able to activate their zone of proximal development. (As Provided).
Anmerkungen	ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01