The purpose of this qualitative research study was to describe the students' learning experience when utilizing a team teaching approach in an online doctoral program at a private university located within the Southwestern region of the United States. The theoretical foundation of Community of Inquiry developed by Garrison, Anderson, and Archer (2000) supported this study. The overarching question that drove this study was, "How do students in an online doctoral program describe the team teaching learning experience?" The sample consisted of six doctoral students from a private university enrolled in an online doctoral course. Participants were interviewed and videotaped using Zoom. Data were obtained through semistructured interviews with open-ended questions that focused on the student experience. importance of access to the instructor, instructor feedback, and student support. Participants reported that their student learning experience was enhanced due to the team teaching model. Future research should examine the team teaching model from the perspective of the instructor and from a variety of courses.
Since 1980, the number of people in the United States who speak a language other than English at home has increased by 140% (United States Census Bureau, 2010).Therefore a greater percentage of students now are multilingual. Throughout the world, multilingualism is considered the norm and monolingualism is the exception (Auer & Wei, 2008). In the United States, however, policies regarding instruction in schools are still influenced by monolingual ideology that carries expectations and assumptions of assimilation, loss of mother tongues, and defined hierarchical structures. As classroom populations become socially, ethnically, racially, and linguistically more diverse, it is increasingly important for teachers to have an understanding of how to address diversity in schools and for educators to understand how language use and the teachers' role in the classroom impacts learning. This paper explored the existing language beliefs and linguistic knowledge of preservice teachers as they prepare to enter linguistically and culturally diverse classrooms. The increasing prominence of cross-cultural interactions creates a necessity for teachers to develop intercultural competence. Employing a conceptual framework of intercultural communicative competence theory, this qualitative study investigated experiences and knowledge in linguistics that influence teacher speech acts.Research in fields of applied linguistics such as psycholinguistics, neurolinguistics, sociolinguistics, and educational linguistics revealed basic language knowledge that teachers need before they enter diverse classrooms including knowledge Linguistic Diversity ii of language acquisition, phonology, syntax, semantics, pragmatics, culture, instruction language, and how the brain processes language. The literature from these fields was used to create an instrument that included a demographics questionnaire, beliefs survey, linguistic knowledge assessment, and interview questions. Twenty-three preservice teachers participated in the study to describe their language beliefs and knowledge.Many of the findings in this study reflected key-findings in the literature; however, this study also found several significant findings that extend existing research.The results revealed significant impacts of 1) individual experiences with culture and linguistic contact, 2) the language used in classrooms, specifically languages other than Standard English and the deep and surface structure of language, 3) linguistic knowledge, specifically phonology, 4) meta-cognitive behavior and reflection, and 5) differences between monolingual and multilingual preservice teachers. The data also indicated that the majority of preservice teachers were concerned about preparedness in teaching in diverse classrooms. Implications for teachers working in culturally and linguistically diverse classrooms and for teacher preparation programs are discussed.Linguistic Diversity iii Dedication
Translanguaging is a process by which people draw from all of their semiotic resources to co-construct meaning, thus learning from each other. While scholars tout translanguaging as being advantageous for work environments and cognitive development, educational practices often do not include translanguaging. Teaching of and through language traditionally adheres to the boundaries of separate language systems. Additionally, students may not want to code-mesh because traditionally, languages have been treated as distinct systems and individuals take on identities based on these systems as they provide membership in specific groups. Drawing on data from two different educational contexts, this chapter highlights some ways educators can legitimize translanguaging in the classroom in concrete ways. Suggestions offer new spaces to be explored when designing curricula and learning environments that value the language practices of students and families.
________________________________________________________________The fact that populations attending U.S. schools are diverse, in terms of cultural representation, SES, languages spoken, etc., means that it is imperative for teachers and teacher candidates to have knowledge of various ways students gain and use literacy. This qualitative study describes reported influences on decisions made and differentiated literacy practices present in classrooms deemed effective with diverse learners. Using a multidimensional framework (Cohen, 2006), analysis highlights social, emotional, ethical, and academic education. Findings reveal the importance of how teachers define literacy and how schools support teachers when designing literacy instruction for different learners. Differences in teacher beliefs and systemic educational differences provide examples of areas that might be supported by further research.
Translanguaging is a process by which people draw from all of their semiotic resources to co-construct meaning, thus learning from each other. While scholars tout translanguaging as being advantageous for work environments and cognitive development, educational practices often do not include translanguaging. Teaching of and through language traditionally adheres to the boundaries of separate language systems. Additionally, students may not want to code-mesh because traditionally, languages have been treated as distinct systems and individuals take on identities based on these systems as they provide membership in specific groups. Drawing on data from two different educational contexts, this chapter highlights some ways educators can legitimize translanguaging in the classroom in concrete ways. Suggestions offer new spaces to be explored when designing curricula and learning environments that value the language practices of students and families.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.