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Student-Centered Englishes Pedagogy: A Case Study Exploration of a New Orientation for U.S. Composition

机译：以学生为中心的英语教学法：以美国写作新方向为例的案例研究

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摘要

This study addresses the language diversity in twenty-first century U.S. college composition classrooms by arguing that composition theory and pedagogy should expand beyond the prescriptive conflation of "the English language" and "Standard American English". Within the overarching discourses about three major constructs---Humanizing Pedagogy (Bartolome, 1994), the World Englishes ethos (e.g. Bolton, Graddol, & Meierkord, 2011; Bolton & B. Kachru, 2006), and the harm reduction model (e.g. Denning, 2000; Tatarsky, 1998, 2002, 2003)---the first research question was addressed:;(1) In what ways can the harm reduction model be used to support the integration of the World Englishes paradigm into the contemporary composition classroom? Chapter Two, the literature review, constructs a response to this first research question by theorizing Student Centered Englishes Pedagogy (SCEP): five principles that shape a "World Englishes unit" which can be taught in the beginning of any semester-length college composition class.;A qualitative case study methodology allowed for exploration of the effects of the SCEP principles as experienced by five former students who had experienced the World Englishes unit. The second of the two research questions drove the case study:;(2) How do the five former undergraduate students perceive their language awareness after having taken a section of a first-year composition course that included a World Englishes unit shaped by the principles of Student-Centered Englishes Pedagogy?;Data was collected via questionnaires, semi-structured interviews, participants' additional correspondence with the researcher, and the researcher journal.;Five themes emerged from the data through implementation of qualitative content analysis (QCA): (1) Language Awareness as Affecting Social Connections, (2) Language Awareness as Promoting Personal Growth, (3) Language Awareness as Promoting and Problematizing Critical Thinking, (4) Language Awareness as Promoting Cultural Sensitivity, and (5) Language Awareness as Catalyst for Social Change.;Developing an understanding of the relationships between the literature that informed the principles of SCEP, the five principles themselves, and the five themes that emerged from the data led to various implications for teaching, curriculum development, professional development, and future research projects that can continue to address the goal of merging the fields of U.S. college composition and World Englishes.
机译：这项研究通过论证组成理论和教学法应超越“英语”和“标准美式英语”的规定性混合，来解决二十一世纪美国大学组成课堂的语言多样性。在关于三个主要结构的总体论述中，人性化教育学（Bartolome，1994年），世界英语精神（例如Bolton，Graddol和Meierkord，2011年； Bolton和B. Kachru，2006年）以及危害减轻模型（例如， Denning，2000; Tatarsky，1998，2002，2003）-解决了第一个研究问题：;（1）以何种方式可以使用减害模型来支持将World Englishes范式整合到当代作文课堂中？第二章，文献综述，通过对以学生为中心的英语教学法（SCEP）进行理论化，对第一个研究问题做出了回应：构成“世界英语单元”的五项原则可以在任何学期的大学作文课开始时进行教授。;定性的案例研究方法可以探索SCEP原则的效果，这是由五个曾经体验过World Englishes单元的前学生所经历的。这两个研究问题中的第二个驱动了案例研究：（2）五名前本科生在参加了第一年作文课程的一部分后如何感知他们的语言意识，该课程包括一个由以下原则组成的世界英语单元：以学生为中心的英语教学法;;通过问卷调查，半结构化访谈，参与者与研究人员的额外通信以及研究人员期刊收集的数据;;通过实施定性内容分析（QCA），从数据中产生了五个主题：（1 ）语言意识会影响社会关系，（2）语言意识会促进个人成长，（3）语言意识会促进批判性思维并使之成为问题，（4）语言意识会促进文化敏感性，（5）语言意识会促进社会发展变革；发展对了解SCEP原理的文献之间的关系的理解，它们之间的五个原则lves以及数据中出现的五个主题对教学，课程开发，专业发展和未来的研究项目产生了各种影响，可以继续解决合并美国大学组成和世界英语领域的目标。

著录项

  • 作者

    Lee, Melissa Elliott.;

  • 作者单位

    Indiana University of Pennsylvania.;

  • 授予单位 Indiana University of Pennsylvania.;
  • 学科 Pedagogy.;Sociolinguistics.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 329 p.
  • 总页数 329
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 宗教;
  • 关键词

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