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Bolivian bilingual elementary teachers' beliefs about education, second language teaching, and theoretical orientations to reading.

机译:玻利维亚双语基础老师对教育,第二语言教学和阅读理论取向的信念。

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摘要

The purpose of this quantitative survey study was explore bilingual Bolivian elementary teachers' beliefs about education, their beliefs about second language teaching, and their theoretical orientations to reading instruction to assess the effectiveness of the Bolivian teachers' training in constructivist approaches.;The literature review of educational philosophies, second language teaching, and theoretical orientations to reading provided the theoretical context for this study. Data were collected using a demographic data gathering form and three survey instruments: The Philosophy of Education Inventory (PEI), the Foreign Language Attitude Survey (FLAS), and the Theoretical Orientation to Reading Profile (TORP). These instruments were translated from English to Spanish. A convenience Sample of 90 Bolivian bilingual teacher from the rural area of Cochabamba, Bolivia completed the instruments.;The information obtained from the PEI, the FLAS, and the TORP surveys was scored using each survey scoring systems. Then, the results were grouped by gender, age of the participants, years of experience, and level of participant's education. Next, the results were analyzed to determine the number of participants in each educational philosophy orientation (behaviorist, liberal, progressive, humanistic, and social change), each approach to second language teaching (grammar-translation, audiolingual, and communicative), and each theoretical orientation to reading (phonics, skills, and whole language). After that, a descriptive statistics was performed to get the frequencies, percents, means, and standard deviation of the data Finally, to determine if differences exist between different groups of participants (gender, age, years of experience, and level of education) a series of MANOVA, correlation, and Chi square with cross-tabulation procedures were performed.;The results of the PEI and the TORP surveys showed that the majority of the teachers had a behavioral philosophy of education and a skills theoretical orientation to reading. These two findings suggested that the mandated goal of the Bolivian government to implement the constructivist approach to learning and the whole language approach to reading was not adopted by the majority of teachers. However, the finding of the FLAS survey that most teachers had a communicative approach to second language teaching was consistent with the goal of the Bolivian government to implement a bilingual education program using constructivist methods.
机译:这项定量调查研究的目的是探讨玻利维亚双语的基础教师的教育观念,他们对第二语言教学的观念以及阅​​读教学的理论取向,以评估玻利维亚教师在建构主义方法中的培训效果。教育哲学,第二语言教学和阅读的理论取向的研究为这项研究提供了理论背景。数据是使用人口统计数据收集表和三种调查工具收集的:教育理念调查表(PEI),外语态度调查(FLAS)和阅读档案的理论取向(TORP)。这些文书从英语翻译成西班牙语。来自玻利维亚科恰班巴农村地区的90名玻利维亚双语教师的便利样本完成了这些仪器。从PEI,FLAS和TORP调查中获得的信息使用每种调查评分系统进行了评分。然后,将结果按性别,参加者年龄,经验年限和参加者的教育程度分组。接下来,对结果进行分析,以确定每种教育哲学方向(行为主义者,自由主义者,进步主义者,人文主义和社会变革),每种第二语言教学方法(语法翻译,音频语言和交际方式)的参与者人数,以及每种阅读的理论方向(语音,技能和整个语言)。之后,进行描述性统计,以获取数据的频率,百分比,均值和标准差。最后,确定不同参与者组之间是否存在差异(性别,年龄,工作经历和受教育程度)通过交叉制表程序进行了一系列MANOVA,相关性和卡方检验。; PEI和TORP调查的结果表明,大多数教师具有教育的行为哲学和阅读的技能理论取向。这两个发现表明,玻利维亚政府的法定目标是实施建构主义的学习方法,而整个语言的阅读方法并未为大多数教师所接受。但是,FLAS调查的结果表明,大多数教师对第二语言教学采用交流方式,这与玻利维亚政府使用建构主义方法实施双语教育计划的目标是一致的。

著录项

  • 作者

    Rios, Armando.;

  • 作者单位

    Texas Woman's University.;

  • 授予单位 Texas Woman's University.;
  • 学科 Education Bilingual and Multicultural.;Education Reading.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 257 p.
  • 总页数 257
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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