A Phenomenological Study of Teaching Endangered Languages Online: Perspectives from Nahua and Mayan Educators

Autor/in	De Felice, Dustin
Titel	A Phenomenological Study of Teaching Endangered Languages Online: Perspectives from Nahua and Mayan Educators
Quelle	(2013), (265 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of South Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-4496-2
Schlagwörter	Hochschulschrift; Dissertation; Uncommonly Taught Languages; American Indian Languages; Interviews; Task Analysis; Phenomenology; Technology Integration; Interactive Video; Indigenous Populations; Distance Education; Language Teachers; Teacher Attitudes; Second Language Instruction; Teaching Experience; Online Courses; Synchronous Communication; Social Networks; Second Language Learning; Language Maintenance; Documentation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Minderheitensprache; Interviewing; Interviewtechnik; Aufgabenanalyse; Phenomenological psychology; Phänomenologie; Psychologie; Interaktives Video; Sinti und Roma; Distance study; Distance learning; Fernunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Fremdsprachenunterricht; Online course; Online-Kurs; Social network; Soziales Netzwerk; Zweitsprachenerwerb; Sprachpflege; Dokumentation
Abstract	Language and culture teaching has always been a complex and challenging task. For many educators, their teaching experiences are rooted in their earlier preparation, their classroom situations and their curriculum. In this study, indigenous educators recount their lived experiences with teaching their language and culture at a distance. These educators belong to either Nahua or Mayan speech communities where endangered languages are maintained. Using a transcendental phenomenological approach, my participants described and explained their perspectives and experiences with teaching, studying, and integrating technology. I focused the interviews, the reflective writing tasks and their artifact sharing on their experiences in an online environment for a predominantly US audience through distance learning platforms. In the case of the Nahuas, they taught synchronously through Skype while the Mayans taught asynchronously through a socially mediated network (i.e. a Ning powered network). The resulting phenomenological essences provided a universal description of their textural and structural experiences and I used this essence to unearth these educators' descriptions, discoveries and perspectives on teaching, languages, culture and technology. From analyzing their journey the following implications emerged. First, these educators needed to learn an additional language beyond their home language in order to be a part of a teaching experience. Second, their personal ties to their speech communities were enhanced or completely changed due to their engagement with their home institutions. Lastly, their efforts were linked to increasing the documentation and revitalization of their endangered languages. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01