عنوان

A study of the challenges facing Arabic-speaking ESL students and teachers: Cultural and linguistic awareness

Number

TL47828

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

A study of the challenges facing Arabic-speaking ESL students and teachers: Cultural and linguistic awareness

General Material Designation

[Thesis]

First Statement of Responsibility

Omran Akasha

Subsequent Statement of Responsibility

Egbert, Joy

Name of Publisher, Distributor, etc.

Washington State University

Date of Publication, Distribution, etc.

2014

Specific Material Designation and Extent of Item

113

Text of Note

Committee members: Ernst-Slavit, Gisela; Salsbury, Thomas

Text of Note

Place of publication: United States, Ann Arbor; ISBN=978-1-321-05284-8

Dissertation or thesis details and type of degree

Ph.D.

Discipline of degree

Language and Literacy Education

Body granting the degree

Washington State University

Text preceding or following the note

2014

Text of Note

This dissertation includes a pilot study on the challenges facing students and teachers in middle school and a follow-up study on the influences of situated learning on pre-service teachers' cultural and linguistic awareness. The first study was conducted in spring 2012 and it focused on two Arabic-speaking ESL students and eight in-service middle school teachers. Data sources included teacher and student interviews, classroom observations, and a parent survey. Research questions focused on the needs of the Arabic-speaking ESL students, the factors that influence their learning, and the problems the teachers face in supporting these students. The study concluded that several important challenges for teachers and students exist, including time, language support, and knowledge. The follow-up study was conducted in spring 2013 and it focused on 25 pre-service teachers and twelve Arab families. The overall goal of the follow-up study was to explore the influence of situated learning experiences on pre-service teachers' cultural and linguistic awareness. Data sources included a pre- and post-experience case, pre- and post- KWLS chart, focus groups, a family survey, and student reflections. Data showed that the situated learning experience helped the pre-service teachers develop their cultural knowledge as well as learn about Arab families, Arab culture, and their future classrooms.

Bilingual education; English as a Second Language; Educational psychology; Teacher education; Polls & surveys; Student teachers; Arabic language; Cultural factors; Parents & parenting; Second language teachers; Middle school education; Longitudinal studies; English as a second language instruction; Families

Subject Term

Education;Arabic-speaking ESL students;Cultural awareness;Cultural integration;Language barrier;Multicultural classroom;Situated learning

Akasha, Omran

Egbert, Joy

Subdivision

Language and Literacy Education

Washington State University

Call Number

1559934813; 3628808

Electronic name

p

[Thesis]

276903

a

Y