Introduction: Foreign language graduate student professional development-past, present and future

dc.contributor.author Willis Allen, Heather
dc.contributor.author Maxim, Hiram H.
dc.date.accessioned 2020-12-14T23:17:09Z
dc.date.available 2020-12-14T23:17:09Z
dc.date.issued 2011-01-01
dc.description.abstract The effectiveness of professional development for future foreign language (FL) professors is more salient than ever, given the significant role played by graduate student instructors (GSIs) in undergraduate education and recent calls for change in the collegiate FL curriculum requiring sophisticated understandings of integrating the teaching of language, literature, and culture. Taking a sociocultural theory perspective, this chapter reports on a study of five FL GSIs’ experiences learning to teach that sought to determine how participation in an advanced pedagogy seminar influenced GSIs’ notions of literacy as a framing construct for collegiate FL curricula. Findings showed that through involvement in the seminar, participants progressed toward a more theoretically based definition of literacy and an awareness of its cognitive and sociocultural dimensions. However, after the seminar, not all participants demonstrated alignment in constructing their teaching practices through conceptual and pedagogical tools of literacy.
dc.identifier.citation Introduction: Foreign language graduate student professional development-past, present and future. (2011). The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), xv-xxv. http://hdl.handle.net/102015/69693
dc.identifier.uri http://hdl.handle.net/10125/69693
dc.publisher Heinle Cengage Learning
dc.title Introduction: Foreign language graduate student professional development-past, present and future
dc.type Preface
dc.type.dcmi Text
prism.endingpage xxv
prism.startingpage xv
prism.volume 2011
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