Literaturnachweis - Detailanzeige
| Autor/inn/en | Thibodeaux, Tilisa; Curette, Drake; Bumstead, Stacey; Karlin, Andrea; Butaud, Gayle |
|---|---|
| Titel | Gauging Pre-Service Teachers' Awareness of Dialectical Code Switching in Classroom Settings |
| Quelle | In: Journal of Education, 200 (2020) 2, S.120-129 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Thibodeaux, Tilisa) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0574 |
| DOI | 10.1177/0022057419877399 |
| Schlagwörter | Preservice Teachers; Code Switching (Language); Teacher Student Relationship; Knowledge Level; Undergraduate Students; Student Attitudes; Cultural Awareness; Cultural Background; Learning Experience; Language Usage; Black Dialects; Standard Spoken Usage; Literacy; Teacher Education Programs; Classroom Communication; Metalinguistics |
| Abstract | This study explored pre-service teachers' knowledge and awareness of dialectical code switching in classroom settings. A Likert-type scale survey and semi-structured interviews were conducted as part of an embedded, mixed-methods research design. Twenty-two undergraduate students responded to the online survey and 28 volunteered to be interviewed by the researchers. Results indicated that pre-service teachers have limited knowledge of code switching but felt that nurturing a relationship with students, understanding their cultural backgrounds, and paying careful attention to linguistic differences can help students feel empowered and ultimately lead to successful learning experiences in the classroom. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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