dc.contributor.advisor | Rupley, William | |
dc.creator | Ritz, Catherine T | |
dc.date.accessioned | 2016-05-04T13:21:11Z | |
dc.date.available | 2016-05-04T13:21:11Z | |
dc.date.created | 2015-12 | |
dc.date.issued | 2015-11-20 | |
dc.date.submitted | December 2015 | |
dc.identifier.uri | https://hdl.handle.net/1969.1/156440 | |
dc.description.abstract | Within the context of a public school district at the middle and high school levels, this study investigates the problem of world language teachers struggling to shift their instructional practice to promote communicative competence through a curriculum focused on student proficiency development in the target language, and addresses the problem by using a study group and collaborative curriculum writing model. Although previous research has supported the rationale behind a shift in instructional focus in the world language classroom, this study is novel in using curriculum design as a model for professional development. Teachers’ beliefs about curriculum were surveyed to ascertain if a shift in these beliefs occurred as a result of participation in the study. Seven teachers participated in the study, representing teachers of Spanish, Mandarin, and Latin. Using mixed methods, qualitative and quantitative data were collected through a series of three surveys, and supporting documentation in the form of the researcher’s journal, meeting notes, and sample units was collected. Results indicate a positive shift in teacher beliefs about curriculum, with the model implemented being perceived as an effective and positive experience, and final curriculum units created as a result of the study document a shift to a thematic-based curriculum that makes purposeful communication a central focus. The model could be replicated in similar districts to develop the ability of world language teachers to revise curriculum. | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | en | |
dc.subject | foreign language | en |
dc.subject | communication | en |
dc.subject | world language | en |
dc.subject | curriculum | en |
dc.title | Making the Shift: Supporting World Language Teachers in Moving to a Communicative Curriculum | en |
dc.type | Thesis | en |
thesis.degree.department | Teaching, Learning, and Culture | en |
thesis.degree.discipline | Curriculum and Instruction | en |
thesis.degree.grantor | Texas A & M University | en |
thesis.degree.name | Doctor of Education | en |
thesis.degree.level | Doctoral | en |
dc.contributor.committeeMember | Burke, Mack | |
dc.contributor.committeeMember | Eslami, Zohreh | |
dc.contributor.committeeMember | Kuo, Li-Jen | |
dc.type.material | text | en |
dc.date.updated | 2016-05-04T13:21:11Z | |
local.etdauthor.orcid | 0000-0003-1318-0533 | |