ABSTRACT

This 2-year case study is a phenomenology of belief-change resulting from a specific curricular re-configuration. It follows Álvaro, a Master of Arts in Teaching Spanish student, from the first week of classes until graduation, as he completed a 4-semester program. Seeking to stimulate a move toward conscientização, the pilot curriculum included a translanguaging approach to three graduate courses, readings and group discussions on translinguistics, and shadowing an undergraduate Spanish class (for ‘heritage speakers’) that adopted a translanguaging approach. Additionally, opportunities for professional development (e.g. preparing and presenting an original paper at a national bilingual education conference) were provided. Following an iterative approach, data were collected via interviews and written reflections throughout the program; datasets were transcribed (when necessary) and analyzed after collection. Manen’s (1990) guidelines for phenomenological analysis were adopted, and member checking was used for validation of findings. Results chart out a baseline of beliefs held by Álvaro prior to entering the program, and three types of belief-shift he experienced during his studies; these regard the dynamic nature of Spanish, the link between race and language, and the value of multilingual practices in society and education. Critical awakening/despertar crítico is introduced as a metacategory.

摘要

这个为期两年的案例研究是由于特定课程重新配置而导致的信念改变的现象学。该剧讲述了西班牙语教学文学硕士学生阿尔瓦罗从上课第一周到毕业的整个过程，他完成了为期 4 个学期的课程。为了激发人们的意识，试点课程包括三门研究生课程的跨语言方法、关于跨语言学的阅读和小组讨论，以及对采用跨语言方法的本科生西班牙语课程（针对“遗产演讲者”）的跟踪。此外，还提供了专业发展的机会（例如在全国双语教育会议上准备并发表原创论文）。采用迭代方法，在整个计划中通过访谈和书面反思收集数据；数据集在收集后进行转录（必要时）和分析。Manen (1990) 的现象学分析指南被采用，并使用成员检查来验证研究结果。结果列出了阿尔瓦罗在进入该项目之前所持有的信念基线，以及他在学习期间经历的三种信念转变；这些涉及西班牙语的动态性质、种族与语言之间的联系以及社会和教育中多语言实践的价值。以及他在学习期间经历的三种信仰转变；这些涉及西班牙语的动态性质、种族与语言之间的联系以及社会和教育中多语言实践的价值。以及他在学习期间经历的三种信仰转变；这些涉及西班牙语的动态性质、种族与语言之间的联系以及社会和教育中多语言实践的价值。批判性觉醒/绝望批判作为元类别被引入。