Literaturnachweis - Detailanzeige
Autor/inn/en | Samimy, Keiko; Kim, Soonhyang; Lee, Jeong Ah; Kasai, Masataka |
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Titel | A Participative Inquiry in a TESOL Program: Development of Three NNES Graduate Students' Legitimate Peripheral Participation to Fuller Participation |
Quelle | In: Modern Language Journal, 95 (2011) 4, S.558-574 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0026-7902 |
DOI | 10.1111/j.1540-4781.2011.01247.x |
Schlagwörter | Graduate Students; Mentors; Seminars; Intellectual Property; English (Second Language); Second Language Learning; Second Language Instruction; Intervention; Student Empowerment; Student Participation; Teacher Student Relationship; Language Teachers; College Faculty; Teacher Education Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Seminar; Geistiges Eigentum; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Studienberechtigung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Language teacher; Sprachunterricht; Fakultät; Lehrerausbildung; Lehrerbildung |
Abstract | While the existing literature has documented the positive impact of new discourses and interventions on nonnative English speaker (NNES) graduate students through Teaching English to Speakers of Other Languages (TESOL)-related courses (Brutt-Griffler & Samimy, 1999; Kamhi-Stein, 1999; Pavlenko, 2003), long-term effects of those interventions have not been yet reported. Using a participative inquiry method (Reason, 1994a) over a 3.5-year period, we, as NNESs, co-researchers, co-participants, and co-authors, documented 3 NNES graduate students' journey from legitimate peripheral participation to fuller participation in a TESOL program. The study explores 2 main research questions: (a) How did the NNES seminar empower 3 NNES graduate students as academic and professional members of TESOL communities? (b) In addition to the NNES seminar, what kinds of interventions were available and how did the inventions help the 3 NNES TESOL graduate students maintain/reinforce their empowered selves throughout their journey in academic and professional communities? Based on the research findings, pedagogical implications are discussed regarding NNESs' empowerment and mentoring relationships. (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |