Student Perceptions of an Arts-Integrated Curriculum Intervention in Foreign Language Education: A Qualitative Case Study

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Autor/in	Matsu, Saime
Titel	Student Perceptions of an Arts-Integrated Curriculum Intervention in Foreign Language Education: A Qualitative Case Study
Quelle	(2022), (220 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-2984-8
Schlagwörter	Hochschulschrift; Dissertation; Second Language Learning; Second Language Instruction; Spanish; Indonesian; Art Education; Teaching Methods; Interdisciplinary Approach; National Security; Military Personnel; Military Training; Institutes (Training Programs); Instructional Innovation; Language Proficiency; Corporations; Adult Education; Immersion Programs; Technology Integration; Linguistics; Employment Qualifications; Intervention; Case Studies; Student Attitudes; Student Experience; Learning Motivation; Critical Thinking; Thinking Skills; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zweitsprachenerwerb; Fremdsprachenunterricht; Spanisch; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; National territory; Security; Staatsgebiet; Sicherheit; Militärausbildung; Sommerakademie; Educational Innovation; Bildungsinnovation; Language skill; Language skills; Sprachkompetenz; Unternehmen; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Immersionsprogramm; Linguistik; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Case study; Fallstudie; Case Study; Schülerverhalten; Studienerfahrung; Motivation for studies; Lernmotivation; Kritisches Denken; Denkfähigkeit; Kalifornien
Abstract	Adult learners often have difficulty reaching high proficiency levels in a foreign language, and curriculum experts are on a constant quest for innovative practices in foreign language learning. The problem addressed by this study was that even with the implementation of different pedagogical approaches, including immersion and technology integration, students are not graduating with the proficiency levels needed for the increasing demand for highly qualified linguists for national security and global military corporations. Through the lens of diverse Spanish and Indonesian foreign language learners at a prominent language institute in central California, the approach to and experience with learning a foreign language was in an arts-integrated intervention was explored. Guided by Dewey's arts-based pedagogy and Pearson and Gallagher's (1983) Gradual Release of Responsibility framework, the purpose of the qualitative exploratory case study was to reveal students' experiences with an arts-integrated foreign language course. Data were collected via observations, surveys, and individual and focus groups interviews. Employing thematic analysis and with assistance from NVivo software themes indicated that students perceived an arts-integrated language pedagogy as supportive of their language proficiency, engagement, motivation, critical thinking skills, higher-level discussions, and development of target culture knowledge. The findings of the current study reinforced the necessity of exploring unconventional methodologies such as arts-based pedagogy to foster building rational inquiry and cognition while at the same time expanding FL proficiency. Hence, the first recommendation for practice is that art-based instruction should be actively included in the foreign language learning curriculum. Future research should explore different dimensions of arts-based pedagogy concerning student achievement using a quantitative longitudinal study. [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	2024/1/01