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Autor/inn/enPennelle, Shawn G.; Case, R. E.; Williams, G.
TitelBilingual Paraprofessionals in the Second Language Acquisition Classroom
QuelleIn: Education Inquiry, 14 (2023) 2, S.251-266 (16 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Case, R. E.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
DOI10.1080/20004508.2021.1994117
SchlagwörterParaprofessional School Personnel; Bilingualism; Second Language Instruction; Online Courses; Professional Development; English (Second Language); Spanish Speaking; Writing Assignments; Experience; Second Language Learning; Immigrants; Nevada
AbstractThis paper reports on a qualitative study of 13 bilingual paraprofessionals at a university in the USA enrolled in a second language acquisition class that was part of a professional development programme. Drawing on socio-cultural theory, the study focused on documenting how the paraprofessionals negotiated the academic demands of a hybrid online second language acquisition class. Data collection was conducted in 2017 and then again in 2019 following completion of the professional development programme. Data was gathered through classroom assignments, a professional journal, and semi-structured interviews. Findings detail the ways in which and the conditions necessary for bilingual paraprofessionals to connect their own professional and personal experiences learning and teaching a second language to professional development. Classroom activities which provide a space for students to pair personal experiences with the academic were key. Suggestions for practice during professional development are offered. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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