调查加拿大中学的莎士比亚后半生学习情况

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Gary G. Fogal
{"title":"调查加拿大中学的莎士比亚后半生学习情况","authors":"Gary G. Fogal","doi":"10.1075/ltyl.00045.fog","DOIUrl":null,"url":null,"abstract":"\n The study of Shakespeare in secondary school literature classes remains a global phenomenon across L2 contexts.\n Understanding said spaces is important, as the study of Shakespeare is known to expand learner knowledge of normative conventions\n of academic literacy – this, in service of building the cultural and linguistic capital necessary for learners to succeed on their\n own terms. However, little is known about how best to research this context so as to assist language learners with their academic\n literacy needs. To address this gap, this study employs thought modeling – an analytic tool informed by complex dynamic systems\n theory – to investigate the teaching and learning environment of seven secondary school ESL programs in the Canadian province of\n Ontario. Mining the educational experiences of 106 participants, this research explores five primary components of the educational\n landscape: conditions, timescales, interactions, artifacts, and agents. Thematic analyses and descriptive statistical analyses\n were performed on a dataset comprised of surveys and interviews. This study initiates a framework for continuing research into L2\n secondary school Shakespeare studies by identifying and describing substantive avenues of research (i.e., control parameters)\n informing conditions for best practice and highlights thought modeling as an effective analytic framework for understanding\n educational dynamics.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Surveying L2 Shakespeare studies in Canadian secondary schools\",\"authors\":\"Gary G. Fogal\",\"doi\":\"10.1075/ltyl.00045.fog\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n The study of Shakespeare in secondary school literature classes remains a global phenomenon across L2 contexts.\\n Understanding said spaces is important, as the study of Shakespeare is known to expand learner knowledge of normative conventions\\n of academic literacy – this, in service of building the cultural and linguistic capital necessary for learners to succeed on their\\n own terms. However, little is known about how best to research this context so as to assist language learners with their academic\\n literacy needs. To address this gap, this study employs thought modeling – an analytic tool informed by complex dynamic systems\\n theory – to investigate the teaching and learning environment of seven secondary school ESL programs in the Canadian province of\\n Ontario. Mining the educational experiences of 106 participants, this research explores five primary components of the educational\\n landscape: conditions, timescales, interactions, artifacts, and agents. Thematic analyses and descriptive statistical analyses\\n were performed on a dataset comprised of surveys and interviews. This study initiates a framework for continuing research into L2\\n secondary school Shakespeare studies by identifying and describing substantive avenues of research (i.e., control parameters)\\n informing conditions for best practice and highlights thought modeling as an effective analytic framework for understanding\\n educational dynamics.\",\"PeriodicalId\":29728,\"journal\":{\"name\":\"Language Teaching for Young Learners\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2024-01-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Teaching for Young Learners\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1075/ltyl.00045.fog\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Teaching for Young Learners","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/ltyl.00045.fog","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

在中学文学课上学习莎士比亚仍然是一种全球现象,跨越了中级语言环境。了解这种现象非常重要,因为众所周知,学习莎士比亚可以扩大学习者对学术素养规范性惯例的了解--这有助于建立学习者根据自身条件取得成功所需的文化和语言资本。然而,人们对如何更好地研究这一背景,从而帮助语言学习者满足其学术素养需求却知之甚少。为了填补这一空白,本研究采用了思维模型--一种以复杂动态系统理论为基础的分析工具--来调查加拿大安大略省七所中学 ESL 课程的教学环境。本研究挖掘了 106 名参与者的教育经验,探索了教育景观的五个主要组成部分:条件、时间尺度、互动、人工制品和媒介。对调查和访谈数据集进行了主题分析和描述性统计分析。本研究通过确定和描述实质性的研究途径(即控制参数),为最佳实践的条件提供信息,并强调思维建模是理解教育动态的有效分析框架,从而为继续开展中学莎士比亚研究提供了一个框架。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Surveying L2 Shakespeare studies in Canadian secondary schools
The study of Shakespeare in secondary school literature classes remains a global phenomenon across L2 contexts. Understanding said spaces is important, as the study of Shakespeare is known to expand learner knowledge of normative conventions of academic literacy – this, in service of building the cultural and linguistic capital necessary for learners to succeed on their own terms. However, little is known about how best to research this context so as to assist language learners with their academic literacy needs. To address this gap, this study employs thought modeling – an analytic tool informed by complex dynamic systems theory – to investigate the teaching and learning environment of seven secondary school ESL programs in the Canadian province of Ontario. Mining the educational experiences of 106 participants, this research explores five primary components of the educational landscape: conditions, timescales, interactions, artifacts, and agents. Thematic analyses and descriptive statistical analyses were performed on a dataset comprised of surveys and interviews. This study initiates a framework for continuing research into L2 secondary school Shakespeare studies by identifying and describing substantive avenues of research (i.e., control parameters) informing conditions for best practice and highlights thought modeling as an effective analytic framework for understanding educational dynamics.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
2.30
自引率
7.70%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信