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The Acceso project and foreign language graduate student professional development
|Title:||The Acceso project and foreign language graduate student professional development|
|Date Issued:||01 Jan 2011|
|Publisher:||Heinle Cengage Learning|
|Citation:||Rossomondo, A. (2011). The Acceso project and foreign language graduate student professional development. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 128-148. http://hdl.handle.net/102015/69700|
|Abstract:||This chapter describes how the Acceso project affords graduate student instructors|
(GSIs) unique opportunities for professional and pedagogic development.
Through guided collaboration, the GSIs contribute to curricular development
for the foundational levels of language studies in a way that answers the 2007 MLA Report’s call for curricular reform via integration of content exploration
and form-focused study. To this end, the University of Kansas has created the
open access, Web-based Acceso platform, which structures the content of a critical
based curriculum developed for intermediate-level learners
perception of their own professional growth as a
result of collaborating in the design and implementation of the initial phase of
the project is explored through the analysis of an anonymous open-ended questionnaire
completed by a subset of the project’s participants (n=17). The participants’
reflections reveal that the Acceso project provided opportunities for
pedagogic and professional development and suggest directions for improvement
in subsequent stages.
|Appears in Collections:||
2011 EDUCATING THE FUTURE FOREIGN LANGUAGE PROFESSORATE FOR THE 21ST CENTURY|
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