Frank B Brooks
Biographic Data
| ID | 1006985 |
|---|---|
| NAME | Frank B Brooks |
| GIVEN NAMES | Frank B |
| FAMILY NAME | Brooks |
| SIGNATURE | BROOKS F B |
| AFFILIATIONS | Florida State University |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 100 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 7 |
It Takes a Department! A Study of the Culture of Proficiency in Three Successful Foreign Language Teacher Education Programs
The aim of this study was to investigate the contexts and practices of three undergraduate foreign language teacher education programs identified by ACTFL/Language Testing International and reported by Glisan, Swender, and Surface (2013) as having a high success rate in propelling their graduates into the Advanced proficiency level on the ACTFL scale. Data were collected during interviews with faculty and students at each of the three campuses. T…
Literary Discussions and Advanced Speaking Functions
This study investigated the discourse of class discussion in the advanced undergraduate Spanish literature course. Motivating this study was the need for research to determine how discussion in advanced undergraduate literature courses provides discourse opportunities to students to develop advanced language functions, as defined in the ACTFL Guidelines. Despite claims that literature classes play an additional role in developing language profici…
My theory is intact; however”
In this article, an experienced foreign language methods instructor presents his “private story” about teaching Spanish to fifth‐graders as part of an elementary school's afternoon enrichment program. For the author, this one‐semester experience was transformative, causing him to reconsider the nature of what he now considers to be the rather sanitized foreign language methods courses in undergraduate teacher‐preparation programs. He discusses so…
Task Engagement
In this article we use a sociocultural framework to suggest task engagement as a viable construct in L2 learning research. Clarifying and specifying this construct has important implications for the analysis of conversational data, needed in light of claims for the causal relationship posited for certain kinds of conversational adjustments on L2 acquisition outcomes. Here we examine L2 learner data to identify task engagement as it emerges, unfol…
When Are They Going to Say “It” Right? Understanding Learner Talk During Pair‐Work Activity
Adopting sociocultural theory as their conceptual framework, the authors set out to study selected features of student discourse of three pairs of third‐semester (i.e., intermediate‐level) learners of Spanish at the university level. Specifically, they wanted to investigate how these selected features, identified in an earlier research project (Brooks and Donato 1994), developed during opportunities to engage in five different but similar jigsaw …
Qualitative Interviewing
Chapter 1. Listening, Hearing, and Sharing Chapter 2. Research Philosophy and Qualitative Interviews Chapter 3. Qualitative Data Gathering Methods and Style Chapter 4. Designing Research for the Responsive Interviewing Model Chapter 5. Designing for Quality Chapter 6. Conversational Partnerships Chapter 7. The Responsive Interview as an Extended Conversation Chapter 8. Structure of the Responsive Interview Chapter 9. Designing Main Questions and …
Vygotskyan Approaches to Understanding Foreign Language Learner Discourse during Communicative Tasks
L'A. propose une analyse du discours d'etudiants en espagnol engages dans une tâche verbale de resolution de probleme. Il applique une perspective vygotskyenne pour comprendre la nature de certains aspects de leur discours: parler de la tâche, parler du discours, utiliser l'anglais
Some Problems and Caveats in ‘Communicative’ Discourse
This article argues for a conceptualization of the foreign language classroom that matches descriptions of real functional language for communication within a cultural group. Teaching and learning are conceptualized as linguistic or communicative processes and the classroom is conceptualized as an emerging culture, that is, as a “linguistic community” within which students are learning both academic and social dimensions of language and language …
Can We Talk
The negotiation of meaning, the process whereby speakers work with each others' messages to achieve understanding, is currently regarded as an important factor in second language development. This article discusses the negotiation process and presents selected findings from a study of learner‐to‐learner talk found during systematic observation of a Spanish conversation course at the college level. The findings suggest that an interview‐type speak…
Talking and Learning to Talk in the Spanish Conversation Course
Frank B. Brooks, Florida State University One of the most widely advertised and desired language socialization (381). goals of l a ing Spanish is the ability to speak The purpose of this paper is to (1) discuss the language f r real purposes b yond the classbriefly the th ore cal and empirical literat re r om setting. The co versation course, he regarding negoti tion of mean ng as a f re, ccupies an important place within the construct, (2) prese…
When Are They Going to Say “It” Right? Understanding Learner Talk During Pair‐Work Activity
Adopting sociocultural theory as their conceptual framework, the authors set out to study selected features of student discourse of three pairs of third‐semester (i.e., intermediate‐level) learners of Spanish at the university level. Specifically, they wanted to investigate how these selected features, identified in an earlier research project (Brooks and Donato 1994), developed during opportunities to engage in five different but similar jigsaw …
Vygotskyan Approaches to Understanding Foreign Language Learner Discourse during Communicative Tasks
L'A. propose une analyse du discours d'etudiants en espagnol engages dans une tâche verbale de resolution de probleme. Il applique une perspective vygotskyenne pour comprendre la nature de certains aspects de leur discours: parler de la tâche, parler du discours, utiliser l'anglais
Literary Discussions and Advanced Speaking Functions
This study investigated the discourse of class discussion in the advanced undergraduate Spanish literature course. Motivating this study was the need for research to determine how discussion in advanced undergraduate literature courses provides discourse opportunities to students to develop advanced language functions, as defined in the ACTFL Guidelines. Despite claims that literature classes play an additional role in developing language profici…
Some Problems and Caveats in ‘Communicative’ Discourse
This article argues for a conceptualization of the foreign language classroom that matches descriptions of real functional language for communication within a cultural group. Teaching and learning are conceptualized as linguistic or communicative processes and the classroom is conceptualized as an emerging culture, that is, as a “linguistic community” within which students are learning both academic and social dimensions of language and language …
It Takes a Department! A Study of the Culture of Proficiency in Three Successful Foreign Language Teacher Education Programs
The aim of this study was to investigate the contexts and practices of three undergraduate foreign language teacher education programs identified by ACTFL/Language Testing International and reported by Glisan, Swender, and Surface (2013) as having a high success rate in propelling their graduates into the Advanced proficiency level on the ACTFL scale. Data were collected during interviews with faculty and students at each of the three campuses. T…
Qualitative Interviewing
Chapter 1. Listening, Hearing, and Sharing Chapter 2. Research Philosophy and Qualitative Interviews Chapter 3. Qualitative Data Gathering Methods and Style Chapter 4. Designing Research for the Responsive Interviewing Model Chapter 5. Designing for Quality Chapter 6. Conversational Partnerships Chapter 7. The Responsive Interview as an Extended Conversation Chapter 8. Structure of the Responsive Interview Chapter 9. Designing Main Questions and …
Can We Talk
The negotiation of meaning, the process whereby speakers work with each others' messages to achieve understanding, is currently regarded as an important factor in second language development. This article discusses the negotiation process and presents selected findings from a study of learner‐to‐learner talk found during systematic observation of a Spanish conversation course at the college level. The findings suggest that an interview‐type speak…
Task Engagement
In this article we use a sociocultural framework to suggest task engagement as a viable construct in L2 learning research. Clarifying and specifying this construct has important implications for the analysis of conversational data, needed in light of claims for the causal relationship posited for certain kinds of conversational adjustments on L2 acquisition outcomes. Here we examine L2 learner data to identify task engagement as it emerges, unfol…
Talking and Learning to Talk in the Spanish Conversation Course
Frank B. Brooks, Florida State University One of the most widely advertised and desired language socialization (381). goals of l a ing Spanish is the ability to speak The purpose of this paper is to (1) discuss the language f r real purposes b yond the classbriefly the th ore cal and empirical literat re r om setting. The co versation course, he regarding negoti tion of mean ng as a f re, ccupies an important place within the construct, (2) prese…
Can We Talk
The negotiation of meaning, the process whereby speakers work with each others' messages to achieve understanding, is currently regarded as an important factor in second language development. This article discusses the negotiation process and presents selected findings from a study of learner‐to‐learner talk found during systematic observation of a Spanish conversation course at the college level. The findings suggest that an interview‐type speak…
Some Problems and Caveats in ‘Communicative’ Discourse
This article argues for a conceptualization of the foreign language classroom that matches descriptions of real functional language for communication within a cultural group. Teaching and learning are conceptualized as linguistic or communicative processes and the classroom is conceptualized as an emerging culture, that is, as a “linguistic community” within which students are learning both academic and social dimensions of language and language …
Vygotskyan Approaches to Understanding Foreign Language Learner Discourse during Communicative Tasks
L'A. propose une analyse du discours d'etudiants en espagnol engages dans une tâche verbale de resolution de probleme. Il applique une perspective vygotskyenne pour comprendre la nature de certains aspects de leur discours: parler de la tâche, parler du discours, utiliser l'anglais
Qualitative Interviewing
Chapter 1. Listening, Hearing, and Sharing Chapter 2. Research Philosophy and Qualitative Interviews Chapter 3. Qualitative Data Gathering Methods and Style Chapter 4. Designing Research for the Responsive Interviewing Model Chapter 5. Designing for Quality Chapter 6. Conversational Partnerships Chapter 7. The Responsive Interview as an Extended Conversation Chapter 8. Structure of the Responsive Interview Chapter 9. Designing Main Questions and …
When Are They Going to Say “It” Right? Understanding Learner Talk During Pair‐Work Activity
Adopting sociocultural theory as their conceptual framework, the authors set out to study selected features of student discourse of three pairs of third‐semester (i.e., intermediate‐level) learners of Spanish at the university level. Specifically, they wanted to investigate how these selected features, identified in an earlier research project (Brooks and Donato 1994), developed during opportunities to engage in five different but similar jigsaw …
My theory is intact; however”
In this article, an experienced foreign language methods instructor presents his “private story” about teaching Spanish to fifth‐graders as part of an elementary school's afternoon enrichment program. For the author, this one‐semester experience was transformative, causing him to reconsider the nature of what he now considers to be the rather sanitized foreign language methods courses in undergraduate teacher‐preparation programs. He discusses so…
Task Engagement
In this article we use a sociocultural framework to suggest task engagement as a viable construct in L2 learning research. Clarifying and specifying this construct has important implications for the analysis of conversational data, needed in light of claims for the causal relationship posited for certain kinds of conversational adjustments on L2 acquisition outcomes. Here we examine L2 learner data to identify task engagement as it emerges, unfol…
Literary Discussions and Advanced Speaking Functions
This study investigated the discourse of class discussion in the advanced undergraduate Spanish literature course. Motivating this study was the need for research to determine how discussion in advanced undergraduate literature courses provides discourse opportunities to students to develop advanced language functions, as defined in the ACTFL Guidelines. Despite claims that literature classes play an additional role in developing language profici…
It Takes a Department! A Study of the Culture of Proficiency in Three Successful Foreign Language Teacher Education Programs
The aim of this study was to investigate the contexts and practices of three undergraduate foreign language teacher education programs identified by ACTFL/Language Testing International and reported by Glisan, Swender, and Surface (2013) as having a high success rate in propelling their graduates into the Advanced proficiency level on the ACTFL scale. Data were collected during interviews with faculty and students at each of the three campuses. T…
Psychology (10 works) · EFL/ESL Teaching and Learning (8 works) · Pedagogy (7 works) · Computer Science (6 works) · Foreign language (6 works) · Linguistics (6 works) · Language, Discourse, Communication Strategies (5 works) · Sociology (5 works) · Communication (4 works) · Mathematics education (4 works)