Case Study on Cultural Interference on Language Learning and Teacher Acknowledgement and Adaptation

Autor/in	Bacala, Frederick Navarro
Titel	Case Study on Cultural Interference on Language Learning and Teacher Acknowledgement and Adaptation
Quelle	(2019), (129 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Ed.D. Dissertation, William Howard Taft University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Cultural Differences; Interference (Learning); Case Studies; Knowledge Base for Teaching; Teacher Attitudes; North Americans; Cross Cultural Studies; College Faculty; State Universities; International Education; Age Differences; Language Fluency; Teaching Experience; Role; Second Language Learning; Foreign Countries; Language Teachers; English (Second Language); Second Language Instruction; Cultural Awareness; Barriers; Teaching Methods; Japan + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kultureller Unterschied; Case study; Fallstudie; Case Study; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Cultural comparison; Kulturvergleich; Fakultät; Staatliche Universität; Internationale Erziehung; Age; Difference; Age difference; Altersunterschied; Language skill; Language skills; Sprachkompetenz; Rollen; Zweitsprachenerwerb; Ausland; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Cultural interference acknowledgement can be difficult to acknowledge. Student acknowledgment of cultural interference has been researched extensively, but teacher acknowledgement has not. The purpose of this multicase study is to examine teacher acknowledgement of cultural interference, to assess if they are aware of it, and to assist educators in becoming aware of it. The case study involved questionnaires and interviews with American educators based in the United States, Japan, and other countries. The data gathering method used in questionnaires and interviews were 5 open-ended questions. The participant had to answer them in short paragraph answers of detailed responses. The total number of questionnaires received and used for the research was 11. The questionnaires were received from the United States. The participants were currently employed in a college or university in the U.S. The total number of interviews conducted was 10. Half of the interviews were from educators in an American university located in Japan, and the other half of the interviews were from a Japanese public university. Analysis of the research was done through thematic analysis. Codes were established from the data and analyzed. A demographics supplement was given, in addition to conducting the questionnaires and interviews, to assess more information about the participant's age, teaching experience, experience teaching abroad, and education level. This information was deemed important in conducting the research. Significant findings were gained from the research. The number of years teaching abroad was an important factor whether educators can understand cultural factors having an impact on 2nd language fluency. Education level didn't necessarily allow a better understanding of cultural interference, and teaching experience may not necessarily play an important role in acknowledgment of cultural interference. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01