An Investigation of Teacher Practices for the Instruction of French as a Third Language among Spanish-Speaking Students

Autor/inn/en	Surinn, Anna; Russell, Victoria; Davidson, Kelly F.
Titel	An Investigation of Teacher Practices for the Instruction of French as a Third Language among Spanish-Speaking Students
Quelle	In: Dimension, (2019), S.86-109 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Second Language Instruction; Spanish Speaking; French; Secondary School Students; Public Schools; Hispanic American Students; Bilingualism; Multilingualism; Language Teachers; Teacher Competencies; High School Teachers; High School Students; Learning Strategies; Student Attitudes; Social Influences; Teacher Education; Faculty Development; English (Second Language); Georgia + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Französisch; Sekundarschüler; Public school; Öffentliche Schule; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bilingualismus; Mehrsprachigkeit; Multilingualismus; Language teacher; Sprachunterricht; Lehrkunst; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Sozialer Einfluss; Lehrerausbildung; Lehrerbildung; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	World Language (WL) instruction in the U.S. can no longer be aimed toward a monolingual English speaker acquiring a second language (L2). Secondary students who take WL courses may speak a variety of languages, bringing their home language and culture into the classroom. Spanish is the second most commonly spoken language in the U.S. and many Hispanic students are enrolled in Georgia public schools, where this research study took place. However, it is presently unknown to what degree WL teachers are equipped to teach a third language (L3) to students who are bilingual or Heritage speakers of Spanish. The authors attempted to uncover secondary-level French teachers' preparation and training with this unique population of learners. A survey was administered to 100 Georgia French teachers and follow-up interviews were conducted with 10 survey respondents. Data were analyzed qualitatively and the results indicated that French teachers do not receive sufficient training on L3 instruction as pre-service teachers nor do they have adequate professional development opportunities as in-service teachers to learn research-based strategies for teaching French as an L3 to Spanish-speaking students. (As Provided).
Anmerkungen	Southern Conference on Language Teaching. P.O. Box 33615, Decatur, GA 30033. Tel: 404-290-1942; Web site: http://www.scolt.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01