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Studying Abroad in the Dominican Republic: Preparing Culturally and Linguistically Responsive Teachers for 21st-Century Classrooms
Annual Review of Applied Linguistics ( IF 3.870 ) Pub Date : 2018-10-03 , DOI: 10.1017/s0267190518000090
Shondel J. Nero

This article describes the conception, goals, design, and evaluation of a 3-week study abroad program in the Dominican Republic for preservice teachers at New York University to address cultural diversity in teacher education. Taking a critical approach to teacher education and drawing on four interrelated areas of research—second language acquisition, study abroad, culturally responsive pedagogy, and intercultural competence—the program sought to deepen teachers’ understanding of their students’ cultures, develop empathy toward language learning, and promote culturally responsive pedagogy. Program evaluation revealed that participants developed more critical understandings of the Dominican language, culture, and education system, which they could harness to practice culturally responsive pedagogy.

中文翻译:

在多米尼加共和国留学:为 21 世纪的课堂准备文化和语言敏感的教师

本文介绍了在多米尼加共和国为纽约大学职前教师开展的为期 3 周的海外留学项目的概念、目标、设计和评估,以解决教师教育中的文化多样性问题。对教师教育采取批判性态度,并利用四个相互关联的研究领域——第二语言习得、出国留学、文化响应式教学法和跨文化能力——该项目旨在加深教师对学生文化的理解,培养对语言学习的同理心,并促进文化响应式教学法。项目评估显示,参与者对多米尼加的语言、文化和教育系统有了更多的批判性理解,他们可以利用这些知识来实践文化响应式教学法。
更新日期:2018-10-03
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