Dissertations / Theses on the topic 'Teacher language awareness'
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Patel, Chirayush C. "Cultural awareness in TESOL student and teacher material." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19969.
Full textENGLISH ABSTRACT: The aim of this thesis is a qualitative examination of TESOL material, specifically New Headway Advanced [NHA] -3rd Edition (Soars & Soars: 2002), and the degree to which Cultural Awareness [CA] is present in the material. CA is herein defined as the use of empathy to explicitly examine the contextual variations which give rise to different languages and cultures with the aim of avoiding stereotypes and promoting a mediated third linguistic and cultural place which incorporates the variations of context inherent in a student’s L1 and WEs. The thesis provides an overview of TESOL methodology together with issues arising from postmethod views of TESOL. Qualifications for ESOL teachers, namely the CELTA and Cert.TESOL, are also examined with specific attention to their inclusion of references to CA. The examination of NHA is carried out with the use of Hofstede & Bond’s (1980) Dimensions of Cultural Variability to provide a dimensional profile of NHA. Finally there is a discussion of the extent to which CA is present in NHA and recommendations for the future development of ESOL and TESOL material.
AFRIKAANSE OPSOMMING: Die doel van hierdie tesis is om ‘n waardebepaling van TESOL materiaal te doen, veral New Headway Advanced (NHA) – 3e weergawe (Soars & Soars:2002), en die mate waarin Kulturele Bewustheid (KB) in die materiaal teenwoordig is. KB word in hierdie konteks gedefinieer as die gebruik van empatie vir die deeglike ondersoek van kontekstuele variasies wat lei tot verskillende tale en kulture ten einde stereotipering te vermy en ‘n bemiddelde derde taalkundige en kulturele plek te bevorder wat die kontekstuele variasies inherent in ‘n student se L1 en WE insluit. Die tesis voorsien ‘n oorsig van die TESOL metodologie saam met kwessies voortspruitend uit sieninge na die aanbieding daarvan. Kwalifikasies van onderwysers, naamlik CELTA en die TESOL sertifikaat, word ook ondersoek met spesifieke verwysing na KB. Die ondersoek van NHA word gedoen met behulp van Hofstede & Bond se (1980) Dimensions of Cultural Variability om ‘n dimensionele profiel van NHA te verskaf. Laastens is daar ‘n bespreking van die mate waarin KB teenwoordig is in NHA en aanbevelings vir die toekomstige ontwikkeling van ESOL en TESOL materiaal.
Facun-Granadozo, Ruth. "Teacher Candidates’ Perplexities on Phonemic Awareness, Phonics, and Morphemic Awareness: Implications for Early Childhood Teacher Educators." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4331.
Full textRuiz, Vázquez Luis. "Teacher training through literature building teacher awareness on the process of shift in identity on ESL learners /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1366.
Full textTaylor, Linda. "Teachers' awareness and use of language for setting up teacher-independent activities in the language class : a case study and a chess game." Thesis, University of Nottingham, 2004. http://eprints.nottingham.ac.uk/13228/.
Full textSnell, C. A. "The impact of daily writing on kindergarten students' phonemic awareness." ScholarWorks, 2007. https://scholarworks.waldenu.edu/dissertations/561.
Full textChristensen, Jamie Lynn. "Enhancing Students' Science Content Knowledge Through Text Structure Awareness." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2564.pdf.
Full textLittlefair, Alison B. "An exploration into pupil and teacher awareness of the register and genres of books used in school." Thesis, Open University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329114.
Full textHong, Huili, Karin Keith, and Renee Rice Moran. "Reflection on and for Actions: Probing into English Language Art Teachers' Personal and Professional Experiences with English Language Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5575.
Full textRydahl, Susanna. "Oral Feedback in the English Classroom : Teachers' Thoughts and Awareness." Thesis, Karlstad University, Division for Culture and Communication, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84.
Full textThe main aim of this paper was to find out if and how teachers in upper secondary school use oral feedback when they correct their students' oral mistakes. I also wanted to find out which approach the teachers find most useful and if they use different approaches depending on the error made by the student.
I have found that the majority of the teachers find oral feedback as an important tool to help students achieve a higher proficiency in a second and foreign language. My results also show that feedback is most often used when the student makes errors regarding content and pronunciation. Most of my respondents are aware of the necessity of applying different feedback approaches to different errors made by the students. My investigation shows that teachers chose to give feedback on different occasions, both directly, but more commonly, indirectly, to a single student or later on to a full class. Most teachers also prefer a mix of feedback approaches depending on the specific student and situation.
My intention with this study has also been to determine what factors influence the students' uptake. My respondents have, among several factors, stressed the importance of comfortable learning situations, students' personal interest and size of group.
O'Connor, Kevin Michael. "Learning to teach academic language: A mixed methods study of secondary teacher candidates' development of linguistic awareness and ability to support academic language for English learners." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104233.
Full textEnglish learners (ELs) in US K-12 classrooms are falling behind their peers as they struggle to develop the proficiency needed to succeed in an academic setting (NCELA, 2012). The majority of teacher preparation programs are not preparing teacher candidates (TCs) with the skills needed to help recently mainstreamed ELs succeed in their content area classrooms (Bunch, 2011). This study examined how one undergraduate, secondary education teacher candidates who had participated in supplemental trainings developed their ability to recognize linguistic demand, shelter instruction, and promote academic language proficiency. Using a Sequential Mixed Design (Teddlie & Tashakkori, 2006), this longitudinal study examined the journals and lesson plans submitted by 31 undergraduate, secondary education TCs as they progressed through their prepractica. Six of these TCs were followed as case studies, with observations and interviews collected during their full practica. Collective data analysis indicates that TCs scored higher on all measures when they were in a linguistically diverse classroom. Furthermore, recognition of linguistic demand precedes ability to plan instruction: many TCs were able to recognize linguistic demand in lessons they observed, but few were adept at describing or designing sheltered instruction that could promote academic language development. For many participants, the attention to linguistic demand was focused largely on content-specific vocabulary that is challenging for all learners. However, a small number of TCs were able to attend to the morphological and lexical aspects of their content areas that would be especially difficult for ELs. In classroom observations a few participants were able to plan instruction that sheltered content and promoted academic language. Findings also indicate that supplemental trainings and infusions into methods courses helped TCs to realize the linguistic challenges of their respective content areas. Most importantly, the findings suggest that TCs are better able to focus on the language of instruction when they witness instruction that is focused on language. Therefore, TCs learn best how to support ELs when they observe and teach in linguistically diverse classrooms with knowledgeable mentoring teachers and field supervisors
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Awad, Ghada M. "MOTIVATION, PERSISTENCE, AND CROSS-CULTURAL AWARENESS: A STUDY OF COLLEGE STUDENTS LEARNING FOREIGN LANGUAGES." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1542036826465842.
Full textOnalan, Okan. "Efl Teachers'." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12604872/index.pdf.
Full textopinions and beliefs on the place of target cultural information in English language teaching, as well as their related practices and applications in EFL classrooms in Turkish higher education context. Particularly, it tries to explore three research questions: (a) How do Turkish teachers of English define culture? (b) What are the EFL teachers&rsquo
attitudes towards incorporating cultural information into their teaching? and (c) What role do they allocate to the culture of the target language in their classrooms? Data was collected from 98 randomly selected EFL teachers in the Preparatory (Hazirlik) Programs of four universities (Hacettepe University, Middle East Technical University, Ankara University, and Baskent University) in Ankara. A written survey questionnaire, including structured items, a rating scale and a Likerttype attitude scale, together with a follow-up interview were used as the two data collection methods. The analyses were carried out by frequency counts of the predetermined choices in the items and the related responses that were given to questions of the interview. The study shows that teachers mostly define culture in the sociological sense, such as values and beliefs. Their definition of culture in the framework of ELT slightly shifts towards more visible culture, such as food and clothing. The study also reveals teachers&rsquo
positive attitudes towards incorporating cultural information in their instruction. Teachers incorporate cultural knowledge to increase the learners&rsquo
awareness of other cultures and people for intellectual development, and to improve learners&rsquo
communicative competence.
Fan, Hui-Mei. "Developing orthographic awareness among beginning Chinese language learners: investigating the influence of beginning level textbooks." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/496.
Full textWessels, Elsabé. "Teacher knowledge and implementation of phonological awareness in Grade R / Elsabé Wessels." Thesis, North-West University, 2011. http://hdl.handle.net/10394/4512.
Full textThesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.
Magagna-McBee, Cristy Ann. "The use of handheld devices for improved phonemic awareness in a traditional kindergarten classroom." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/787.
Full textSoto, Xigrid T. "Effects of a Spanish Phonological Awareness Intervention on Latino Preschoolers' Dual Language Emergent Literacy Skills." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7952.
Full textWu, Ching-Hsuan. "Spoken grammaticality and EFL teacher candidates measuring the effects of an explicit grammar teaching method on the oral grammatical performance of teacher candidates /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1178218484.
Full textAnderson, Maren Minda. "Effectiveness of an early literacy program for diverse children an examination of Teacher-directed paths to achieving literacy success /." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1246655726.
Full textNash, Marion Marie. "The LAMP language and communication screen used to support teachers to identify speech, language, and communication difficulties in four primary schools in varied social contexts." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15640.
Full textFranco, Gabriela Rossatto [UNESP]. "Aspectos linguísticos emergentes em sessões de teletandem: uma análise a partir da conscientização da linguagem." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/143924.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
O projeto Teletandem e transculturalidade na interação on-line em línguas estrangeiras por webcam (TELLES, 2011) promove a interação via Skype entre alunos brasileiros e estudantes de vários cursos de universidades estrangeiras. Um de seus objetivos é divulgar o conhecimento do português entre falantes de outras línguas e proporcionar, aos participantes brasileiros, o aprendizado de outro idioma de domínio de seus parceiros. Durante as interações de teletandem, os participantes fornecem explicações sobre a língua materna ou aquela em que são competentes. Esta pesquisa analisa os aspectos linguísticos emergentes nessas interações, atentando para a forma como os alunos brasileiros (professores de línguas em formação) esclarecem dúvidas sobre a língua portuguesa em um contexto no qual ela é a língua estrangeira de seus parceiros. O objetivo deste estudo é observar os equívocos/limitações dos alunos brasileiros durante tais esclarecimentos. Os dados foram gerados a partir de interações de teletandem entre alunos de uma universidade pública brasileira e alunos de uma universidade privada estadunidense. Os pares analisados são aqueles cujos participantes brasileiros são alunos de Letras. Metodologicamente, a pesquisa se insere no paradigma qualitativo interpretativista e recorreu à teoria dos Episódios Relacionados à Língua (SWAIN & LAPKIN, 1998) para a seleção dos dados. Teoricamente, o estudo se fundamenta nas teorias do Foco na Forma (LONG, 1991) e da Conscientização da Linguagem (HAWKINS, 1984). Acredito ser importante que os praticantes de teletandem, futuros professores de língua estrangeira, desenvolvam uma atitude reflexiva sobre as práticas de linguagem. Com base nas teorias e na análise dos dados, foi possível constatar indícios de que os participantes se conscientizam sobre a linguagem. Os resultados do estudo podem fornecer suporte para profissionais que também trabalham com teletandem em outros países, com implicações para a formação de professores de línguas, para uma conscientização sobre a educação, para a atenção consciente sobre a língua e suas propriedades, bem como suscitar reflexões sobre a importância do professor-mediador no teletandem, de modo que seu papel é fundamental ao auxiliar o participante de teletandem em sua prática pedagógica.
The project “Teletandem and transculturality in online foreign languages interactions via webcam” (TELLES, 2011) promotes interaction via Skype between Brazilian students and students from various courses of foreign universities. One of its objectives is to disseminate the Portuguese language among speakers of other languages and give Brazilian participants the opportunity to learn another language spoken by their foreign partners. During teletandem interactions, participants provide explanations about their mother tongue or about the language in which they are proficient. The study in this dissertation analyzes the emerging linguistic aspects of these virtual interactions and how the Brazilian students (pre-service language teachers) answer questions about Portuguese as a foreign language. The aim of the study is to investigate the errors and limitations of the Brazilian students as they explain their own language to their foreign teletandem partners. Data were generated from teletandem interactions between students from a Brazilian public university and students from a private American university. Most of the Brazilian participants were students of Language Arts (Letras). Methodologically, it fits within the interpretative qualitative paradigm and it adopted the concept of Language-Related Episodes (SWAIN & LAPKIN, 1998) for selecting data. Theoretically, the study is grounded on the concept of Focus on Form (LONG, 1991) and Language Awareness (HAWKINS, 1984). Considering the theories and the data analysis, it was possible to verify evidences about participants’ language awareness. I believe it is important that teletandem practitioners - who are future teachers of foreign languages - should develop a reflective attitude towards language practices. The results of this dissertation provide support for professionals who also work with teletandem in other countries. Implications of the study are contributions in the areas of teacher education, of conscious attention to language and its properties, as well as it aims to stimulate reflections about the development of the professor-mediator of teletandem sessions. The role of the latter is essential to assist teletandem participants in order to help them improve their pedagogical practices.
Nieto, Claudia P. "Cultural Competence and its Influence on the Teaching and Learning of International Students." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1209753315.
Full textKim, Jung Sook. "Rethinking Discourses of Diversity: A Critical Discourse Study of Language Ideologies and Identity Negotiation in a University ESL Classroom." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492708729036445.
Full textHewiidf, M. (Milla). "Teachers’ reflections on cultural diversity and language awareness in English language teaching." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606162521.
Full textTämä tutkimus selvittää, miten opettajat tulkitsevat ja toteuttavat käytännössä tiettyjä englannin kielen opetuksen oppimistavoitteita Suomen perusopetuksen opetussuunnitelmien perusteista, joka on kirjoitettu vuonna 2014 ja joka tulee voimaan vuodesta 2016 eteenpäin. Tutkimusaineisto kerättiin kahden englanninopettajan ryhmähaastattelulla, joka äänitettiin, litteroitiin ja analysoitiin. Tutkimus keskittyy yhteen viidestä luokkien 7–9 englannin opetukselle asetetuista tavoitteista nimeltä ”Kasvu kulttuuriseen moninaisuuteen ja kielitietoisuuteen” ja sen kolmeen alatavoitteeseen. Lopputuloksena on, että opettajat tunsivat opetussuunnitelman tavoitteen käsitteet, joskin he ajattelivat kielitietoisuuden liittyvän vain makrotason vertailuun eri kielten välillä, ei mikrotason rakenteisiin kielten sisällä. Heillä oli positiiviset asenteet näitä käsitteitä kohtaan, ja heillä oli luovia ideoita joidenkin alatavoitteiden toteuttamiseen. Opettajat luottivat opetusmateriaalien olevan valtakunnallisen opetussuunnitelman vaatimusten mukaisia
Andrews, Stephen James. "The metalinguistic awareness of Hong Kong secondary school teachers of English." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310483.
Full textJorge, Beatriz Silva Pinto. "Acquisition of Sociocultural Awareness by Teachers of English as a Foreign Language in Brazil." Ohio University / OhioLINK, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1087843642.
Full textPaton, Gillian Frances. "The design, development and evaluation of a critical language awareness program for preservice teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29168.pdf.
Full textParades, Maria Elisa. "Language attitudes, linguistic knowledge, and the multicultural education of pre-service teachers a sociolinguistic study /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r3401.
Full textAli-Hamada, Taghreed. "A suggested programme for developing the pedagogical grammatical awareness of Egyptian English language trainee teachers." Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301036.
Full textPetersen, Lucia. "Teachers' understanding of critical language awareness and their enactment of this understanding in the classroom." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/6865.
Full textHaley, Maria Esperanza. "Integration of technology in the curriculum language arts: Spanish phonemic awareness." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2467.
Full textAndersson, Josefin, and Emma Gregmar. "Culture in Language Education; Secondary Teachers’ and Pupils’ Views of Culture." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29803.
Full textColver, Monty A. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: Understanding and Adapting in a New Culture and Teaching Culture." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2374.
Full textWesterberg, Josefine. "Corrective Feedback in Oral EFL Learning Environments : A Study on Swedish Teachers’ Awareness of Corrective Feedback Strategies and Effects." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35511.
Full textWong, Yi-ling, and 黃綺玲. "Students phonological awareness enhanced through the teaching of Cantonese romanization =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30282822.
Full textCapelo, Carla. "WHEN WRITING BECOMES NIGHTMARE: HELPING STUDENTS PINPOINT WRITING TOPICS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/626.
Full textHoward, Philip 1964. "What racism? : an exploration of ideological common sense justifications of racism among educators in Quebec English-language education." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33905.
Full textThe study exposes arguments used to deny and justify racism, and discusses the disparate understandings of race-related concepts that make it difficult for dominant and oppressed racial groups to see eye-to-eye. The author then uses the findings of the study to answer and critique a 1998 article by S. Davies and N. Guppy that challenges the claim that there is anti-Black racism in Canadian education.
The final chapter of the study suggests that the American literature on race is more relevant to the Canadian context than is often acknowledged. It suggests that anti-racist education in Canada has less to do with "giving teachers...strategies" for passing on "tolerance to the next generation" than with teaching teachers to examine their own assumptions. The author recommends that Canadian education be examined through a Critical Race Theory approach, which centers race.
Freday, Mary E. "Strategic Listening: Examining the Efficacy of a Pedagogical Cycle Intended to Teach the Listening Process, Increase Metacognitive Awareness and Improve Comprehension." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1307126560.
Full textWorley, Jacqueline L. Breland. "Hispanic students' beliefs regarding emergent literacy a case study /." Diss., Mississippi State : Mississippi State University, 2004. http://library.msstate.edu/etd/show.asp?etd=etd-11112004-164500.
Full textAndersson, Julia, and Elin Lagerström. "Listen Up! : A study of how teachers in SLA approach the listening skill within upper secondary schools in Sweden." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-41983.
Full textHallberg, Österberg Anna-Carin. "Fonemisk medvetenhet i förskolan. : En studie om hur pedagoger i förskolan arbetar med fonemisk medvetenhet." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68256.
Full textSpråkutveckling är en del av vad förskollärare ska undervisa barn i förskolan och att läsa böcker, sjunga sånger och rimma är något som hela tiden pågår, men det är inte alltid att det tänks till på hur eller varför det görs. Fonologisk medvetenhet, som just nämnts, är något som förskollärare arbetar med på vardaglig basis. Syftet med denna studie är att se hur förskollärare arbetar med den del av den fonologiska medvetenheten som kallas fonemisk medvetenhet. Denna studie syftar till att se hur förskollärare lär ut hur bokstäverna i alfabetet låter och hur ord låter i början, i mitten och i slutet av orden och hur barnen i förskolan lär sig att använda dessa ljud i sin språkutveckling. Den metod som använts i studien är semistrukturerade intervjuer med förskollärare. Resultaten av de intervjuer som genomfördes i denna studie visar att förskollärare har flera olika sätt att lära unga barn i förskolan om fonemisk medvetenhet.
Kasazian, Émilie. "Pratiques d’enseignement et descriptions grammaticales des langues étrangères dans le contexte scolaire. Le cas de l’Angleterre." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA096.
Full textThis doctoral research work is embedded in the field of applied linguistics but it is also based on Educational Sciences research. Its main goal is to study grammar teaching practices in the school context of England. The specificity of this field lies in the fact that learners are only slightly exposed to explicit grammar learning during primary school. Therefore, they are trained to think about language as they start their first modern foreign language lessons at school. Our research aims at understanding in what ways modern foreign language teachers bring their students to develop their language awareness in this particular context. We wish to figure out whether teachers use peculiar strategies to make up for the lack of metalinguistic awareness of their students. To do so, we conducted an exploratory and qualitative field research built on a holistic, ecological and interdisciplinary approach, taking into account the various foreign languages taught at school (German, Spanish and French). The collected data (MFL classroom observations and teachers semi-structured interviews) has revealed interesting analytical perspectives which bring light on teachers’grammar practices
De, la Campa Juliane Claudia. "Amount, purpose, and teacher awareness of L1 use in the foreign language classroom." Thesis, 2006. http://hdl.handle.net/1828/1947.
Full textHowerton-Fox, Amanda. "Teacher language awareness in a Swedish bilingual school for the deaf: Two portraits of grammar knowledge in practice." Thesis, 2013. https://doi.org/10.7916/D8GF11Q2.
Full textSerrinha, Iara Rafaela Horta. "Developing intercultural awareness through teacher-designed materials in the primary English classroom." Master's thesis, 2021. http://hdl.handle.net/10362/123611.
Full textO presente projeto de investigação tem como objetivo averiguar de que modo a consciência intercultural dos alunos pode ser desenvolvida na sala de aula de Inglês do 1º ciclo através de materiais criados pelo professor. Como consequência da globalização, o mundo está cada vez mais ligado entre si e as diferenças podem ser encontradas em qualquer lugar. Porém, o tema da consciência intercultural não tem recebido a atenção devida na sala de aula de Inglês do 1º ciclo em Portugal. Os manuais escolares do 1º ciclo tendem a separar cultura da língua e recorrem a símbolos e ícones que apenas aumentam estereótipos em vez de mostrarem diversidade e outras realidades. Os professores devem proporcionar aos alunos uma visão mais profunda, variada e mais realista das diferenças entre culturas e os materiais criados pelo professor para este efeito podem ser um recurso útil para aprofundar a consciência intercultural dos alunos. Acredito que a sala de aula de Inglês no 1º ciclo é o contexto ideal para começar a plantar as raízes para criar cidadãos competentes interculturalmente e seres humanos inclusivos e mais tolerantes. Este estudo decorreu numa turma do 4º ano de uma escola primária privada em Portugal. Foram escolhidos três tópicos distintos para desenvolver a consciência intercultural dos alunos, utilizando três materiais diferentes criados pelo professor. Para perceber até que ponto a consciência intercultural dos alunos foi desenvolvida, foram administrados questionários antes e depois de expor os alunos aos tópicos e materiais. Foi utilizado também um diário para documentar as reações dos alunos ao longo do projeto. Os resultados mostram que os materiais elaborados pelo professor podem ser eficazes para melhorar a consciência intercultural dos alunos, uma vez que estes se tornaram mais conhecedores, abertos, compreensivos, empáticos e curiosos. Os alunos também demonstraram ter gostado dos materiais criados pelo professor, o que prova que, com a motivação certa, a sala de aula de inglês é um excelente lugar para abrir e aumentar os horizontes dos alunos.
Keating, Jannette. "A case study revealing how preservice art educators develop awareness of the role of language during field work in art education for pupils who are blind or visually impaired." 2013. http://hdl.handle.net/2152/22283.
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"Applications and Beliefs of Second Language Teachers' Linguistic Knowledge and Awareness." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.50485.
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Doctoral Dissertation Applied Linguistics 2018
Chang, Shao-hua. "A case study of EFL teachers in Taiwan identities, instructional practices and intercultural awareness /." 2004. http://proquest.umi.com/pqdweb?index=5&did=765934071&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233710141&clientId=23440.
Full textAvila, Kena T. "Congruency, collaboration, and awareness : the discourses that impact the teachers of English language learners." Thesis, 2012. http://hdl.handle.net/1957/29219.
Full textGraduation date: 2012
Bursey, Kim. "Development of an inservice program on phonemic awareness for teachers and early chlldhood educators /." 1997.
Find full textSekel, Patricia Pallat. "The phonemic awareness knowledge and skills of first-grade teachers a sound investment? /." Thesis, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3116181.
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