Phyllis M Ryan
Biographic Data
| ID | 3638820 |
|---|---|
| NAME | Phyllis M Ryan |
| GIVEN NAMES | Phyllis M |
| FAMILY NAME | Ryan |
| SIGNATURE | RYAN P M |
| AFFILIATIONS | National Autonomous University of Nicaragua |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 1998 |
| H-INDEX | 3 |
Cultural Knowledge and Foreign Language Teachers
This article reports on a case study carried out in Mexico with two bilingual teachers, a native speaker of English and a native speaker of Spanish. The discussion explores teachers' beliefs about the dimension of culture in their teaching and the relationship of these beliefs to teacher instruction. Distinctive styles of interaction with students surface and raise concern about the question of cultural knowledge
English as an International Language of Prestige
A wide range of conflicting cultural perspectives associated with language acquisition and ethnolinguistic loyalties exists in Mexico wherever English is taught and spoken. The interplay of socioeconomic, cultural, and ethnic tensions produce positive and negative attitudes toward learning English. Students confront an array of sociolinguistic factors associated with dominant and subordinate languages. The following study compared perceptions of …
Sociolinguistic Goals for Foreign Language Teaching and Teachers' Metaphorical Images of Culture 1
As foreign language teachers teach a language and its linguistic features, they are necessarily involved with sociolinguistic aspects of language. When they discuss culture, it becomes apparent that they have different definitions, concepts, and underlying assumptions about culture. Teachers' beliefs need to be explored as a first step toward understanding the relationship between their thinking and classroom instruction and curriculum design. St…
Sociolinguistic Goals for Foreign Language Teaching and Teachers' Metaphorical Images of Culture 1
As foreign language teachers teach a language and its linguistic features, they are necessarily involved with sociolinguistic aspects of language. When they discuss culture, it becomes apparent that they have different definitions, concepts, and underlying assumptions about culture. Teachers' beliefs need to be explored as a first step toward understanding the relationship between their thinking and classroom instruction and curriculum design. St…
English as an International Language of Prestige
A wide range of conflicting cultural perspectives associated with language acquisition and ethnolinguistic loyalties exists in Mexico wherever English is taught and spoken. The interplay of socioeconomic, cultural, and ethnic tensions produce positive and negative attitudes toward learning English. Students confront an array of sociolinguistic factors associated with dominant and subordinate languages. The following study compared perceptions of …
Cultural Knowledge and Foreign Language Teachers
This article reports on a case study carried out in Mexico with two bilingual teachers, a native speaker of English and a native speaker of Spanish. The discussion explores teachers' beliefs about the dimension of culture in their teaching and the relationship of these beliefs to teacher instruction. Distinctive styles of interaction with students surface and raise concern about the question of cultural knowledge
Sociolinguistic Goals for Foreign Language Teaching and Teachers' Metaphorical Images of Culture 1
As foreign language teachers teach a language and its linguistic features, they are necessarily involved with sociolinguistic aspects of language. When they discuss culture, it becomes apparent that they have different definitions, concepts, and underlying assumptions about culture. Teachers' beliefs need to be explored as a first step toward understanding the relationship between their thinking and classroom instruction and curriculum design. St…
Cultural Knowledge and Foreign Language Teachers
This article reports on a case study carried out in Mexico with two bilingual teachers, a native speaker of English and a native speaker of Spanish. The discussion explores teachers' beliefs about the dimension of culture in their teaching and the relationship of these beliefs to teacher instruction. Distinctive styles of interaction with students surface and raise concern about the question of cultural knowledge
English as an International Language of Prestige
A wide range of conflicting cultural perspectives associated with language acquisition and ethnolinguistic loyalties exists in Mexico wherever English is taught and spoken. The interplay of socioeconomic, cultural, and ethnic tensions produce positive and negative attitudes toward learning English. Students confront an array of sociolinguistic factors associated with dominant and subordinate languages. The following study compared perceptions of …
EFL/ESL Teaching and Learning (3 works) · Linguistics (3 works) · Multilingual Education and Policy (3 works) · Psychology (3 works) · Sociology (3 works) · Anthropology (2 works) · Foreign language (2 works) · Pedagogy (2 works) · Second Language Learning and Teaching (2 works) · Communicative language teaching (1 work)