Language Today: Promoting Ela Content Area Learning through Collaboratively Engaged Social Media Practice

C. Young, Nicolette Filson, Rachael Debnam-O’Dea
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引用次数: 2

Abstract

Structured Abstract Purpose – To examine the potential social media has for increasing pre-service English language arts (ELA) teachers’ language interest, awareness, and content knowledge by engaging them in an ongoing collaborative effort to seek out, make observation about, and highlight contemporary examples of language, literacy, and culture in action in global media using Twitter as a platform. Design – The research design was qualitative and included a thematic analysis of Twitter posts from the pre-service teacher participants during the semester, informal feedback about the experience during the semester, and written reflections at the end of the semester. Students worked independently on the assignment throughout the semester, outside of a few brief, and informal check-ins during class by the instructor. At the end of the semester, students completed an open-ended survey to reflect on their experiences with and takeaways from participating in this Twitter-based language exploration activity. The theoretical frameworks that were foundational to the study included the technological, pedagogical, and content knowledge (TPACK) framework (Koehler & Mishra, 2008) and Andrews’ (2006) criteria for language exploration and awareness. Findings – The findings of this qualitative study indicate that engaging pre-service teachers in an ongoing collaborative effort to promote language, literacy, and culture via social media has great potential in terms of students increasing not only their knowledge of language and language awareness, but also their TPACK overall. Specific examples of how participants responded to the experience are provided. Practical Implications – This study contributes to the literature on the potential impact of social media on content area learning and teacher preparation by providing concrete, research-based suggestions for how both English teacher educators and middle and secondary ELA teachers can engage in collaborative efforts to learn more about, expand definitions of, and promote aspects related to ELA content, like language awareness, variety, and dialect. It includes recommendations for both teacher educators and middle and secondary ELA teachers to expand their notions for defining and teaching aspects of language that go beyond a narrow focus on grammar and to consider ways that social media and digital literacies can enhance these efforts.
今天的语言:通过协作参与的社会媒体实践促进Ela内容领域的学习
目的:研究社交媒体在提高职前英语语言艺术(ELA)教师的语言兴趣、意识和内容知识方面的潜力,方法是让他们参与一项持续的合作努力,以Twitter为平台,在全球媒体中寻找、观察和突出当代语言、识字和文化的例子。设计-研究设计是定性的,包括对学期前教师参与者的Twitter帖子进行专题分析,对学期经验的非正式反馈,以及学期结束时的书面反思。学生们整个学期都在独立完成作业,除了老师在课堂上的一些简短和非正式的签到。在学期结束时,学生们完成了一项开放式调查,以反映他们参与这项基于twitter的语言探索活动的经历和收获。该研究的基础理论框架包括技术、教学和内容知识(TPACK)框架(Koehler & Mishra, 2008)和Andrews(2006)关于语言探索和意识的标准。研究结果-这项定性研究的结果表明,让职前教师参与到通过社交媒体促进语言、读写能力和文化的持续合作中,不仅可以提高学生的语言知识和语言意识,还可以提高他们的整体TPACK。提供了参与者如何对体验做出反应的具体例子。实践意义——本研究为社会媒体对内容领域学习和教师准备的潜在影响的文献做出了贡献,为英语教师教育者和中小学ELA教师如何参与合作努力,更多地了解、扩展和促进与ELA内容相关的方面,如语言意识、多样性和方言,提供了具体的、基于研究的建议。它包括对教师教育工作者和中小学ELA教师的建议,以扩大他们对语言定义和教学方面的概念,超越狭隘地关注语法,并考虑社交媒体和数字素养可以加强这些努力的方式。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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