WHAT EFFECTIVE LANGUAGE TEACHERS DO: A CASE STUDY OF 5 HIGH-ACHIEVING UNIVERSITY SPANISH INSTRUCTORS

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dc.contributor.advisorBaines, Lawrence
dc.contributor.authorBorden, Rebecca
dc.contributor.committeeMemberBeach, Sara
dc.contributor.committeeMemberHouser, Neil
dc.contributor.committeeMemberSanchez-Naranjo, Jeannette
dc.contributor.committeeMemberVaughn, Courtney
dc.date.accessioned2017-05-11T15:14:08Z
dc.date.available2017-05-11T15:14:08Z
dc.date.issued2017-05
dc.date.manuscript2017-05-11
dc.description.abstractThe quality of instruction in foreign language classes can be widely variable. The purpose of this qualitative case study was to uncover the approaches to instruction enacted by five high-achieving university Spanish instructors at a doctoral-level university in the southwestern United States. Findings indicate that high-achieving university Spanish instructors shared the traits of enthusiasm, clarity, high levels of student engagement, well-established control, and care. Embedded in these behaviors, high-achieving instructors were observed to employ the use of activities that developed communicative competence. A strong emphasis on speaking and listening in the target language, and some aspects of Task-based Language Teaching were also evident, although specific approaches in each of these areas varied by instructor based on language background and teaching philosophy. Student-performance in courses taught by high-achieving instructors was significantly higher in all four skill areas—reading, writing, speaking, and listening—than the performance of students in courses taught by low-achieving instructors. Findings support the notion that approaches to instruction have a palpable, practical impact on student learning. Engaging courses and caring instructors contributed to positive language-learning experiences and relatively higher levels of learning.en_US
dc.identifier.urihttp://hdl.handle.net/11244/50773
dc.languageen_USen_US
dc.subjectLanguage Teacher Effectiveness, Foreign Language in Higher-Education, Self-efficacy, ACTFL in Higher-Eden_US
dc.thesis.degreePh.D.en_US
dc.titleWHAT EFFECTIVE LANGUAGE TEACHERS DO: A CASE STUDY OF 5 HIGH-ACHIEVING UNIVERSITY SPANISH INSTRUCTORSen_US
ou.groupJeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculumen_US
shareok.nativefileaccessrestricteden_US

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