Blair E Bateman
Biographic Data
| ID | 5435548 |
|---|---|
| NAME | Blair E Bateman |
| GIVEN NAMES | Blair E |
| FAMILY NAME | Bateman |
| SIGNATURE | BATEMAN B E |
| AFFILIATIONS | Brigham Young University |
| ORCID | 0000-0003-4493-1838 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 3 |
Nominal and Verbal Agreement in Portuguese: Differential Outcomes of a Focus on Language in a Fourth-Grade Immersion Class
Immersion students' language abilities are generally characterized by strong receptive skills (listening, reading) and less developed productive skills (speaking, writing) when compared with L1 speakers of the immersion language (e.g., Allen et al. 1990; Cummins 1998; Harley 1992). In this paper we report results from a six-month mixed-methods case study of a fourth-grade Portuguese dual language immersion (DLI) classroom that had implemented a f…
Pedagogical Implications of Research on the Acquisition of Portuguese as a Third Language
Pedagogical Implications of Research on the Acquisition of Portuguese as a Third Language Blair E. Bateman Keywords bilingualism/bilinguismo, differentiated instruction/instrução diferenciada, pedagogy/pedagogia, Portuguese/português, Spanish/espanhol, third language acquisition/aquisição de terceira língua Response 1 to "The Impact of Portuguese on the Study of Third Language Acquisition" Without question, the presence in Portuguese classes of a…
Students’ Motivations for Choosing (or Not) to Study Portuguese: A Survey of Beginning-level University Classes
Although previous literature has discussed ways of promoting the study of Portuguese, to our knowledge no study has ever directly surveyed students to ascertain why they chose to learn the language. This study reports on a survey of the motivations of first- and second-year Portuguese students to study the language, and contrasts their motivations with those of students of French, German, Italian, and Spanish. In addition, the study reports on st…
Spanish for Heritage Speakers: A Statewide Survey of Secondary School Teachers
Although much attention has been given in recent literature to the teaching of Spanish as a heritage language (HL), few studies have been published on specific Spanish HL programs, especially in states such as Utah that have only recently seen a large increase in the number of heritage students of Spanish. This study reports the results of a statewide survey of Spanish teachers in Utah secondary schools regarding their preparation to work with Sp…
Student Teachers' Attitudes and Beliefs About Using the Target Language in the Classroom
Although the language teaching profession has long emphasized the use of the target language in the classroom, student teachers face various challenges in their efforts to conduct class in their target language. This case study focused on 10 student teachers with respect to (1) their initial attitudes and beliefs about using the target language, (2) the extent to which they felt the target language could be used in specific activities, (3) the fa…
Achieving Affective and Behavioral Outcomes in Culture Learning: The Case for Ethnographic Interviews
This study sought to extend previous research on ethnographic interviews as a method of culture learning in foreign language classes by employing a qualitative case study methodology. Fifty‐four university students in a first‐year Spanish course worked in pairs to conduct a series of three ethnographic interviews with a native speaker of Spanish. Students reported a variety of cognitive, affective, and behavioral outcomes of the project, includin…
Student Teachers' Attitudes and Beliefs About Using the Target Language in the Classroom
Although the language teaching profession has long emphasized the use of the target language in the classroom, student teachers face various challenges in their efforts to conduct class in their target language. This case study focused on 10 student teachers with respect to (1) their initial attitudes and beliefs about using the target language, (2) the extent to which they felt the target language could be used in specific activities, (3) the fa…
Spanish for Heritage Speakers: A Statewide Survey of Secondary School Teachers
Although much attention has been given in recent literature to the teaching of Spanish as a heritage language (HL), few studies have been published on specific Spanish HL programs, especially in states such as Utah that have only recently seen a large increase in the number of heritage students of Spanish. This study reports the results of a statewide survey of Spanish teachers in Utah secondary schools regarding their preparation to work with Sp…
Achieving Affective and Behavioral Outcomes in Culture Learning: The Case for Ethnographic Interviews
This study sought to extend previous research on ethnographic interviews as a method of culture learning in foreign language classes by employing a qualitative case study methodology. Fifty‐four university students in a first‐year Spanish course worked in pairs to conduct a series of three ethnographic interviews with a native speaker of Spanish. Students reported a variety of cognitive, affective, and behavioral outcomes of the project, includin…
Students’ Motivations for Choosing (or Not) to Study Portuguese: A Survey of Beginning-level University Classes
Although previous literature has discussed ways of promoting the study of Portuguese, to our knowledge no study has ever directly surveyed students to ascertain why they chose to learn the language. This study reports on a survey of the motivations of first- and second-year Portuguese students to study the language, and contrasts their motivations with those of students of French, German, Italian, and Spanish. In addition, the study reports on st…
Achieving Affective and Behavioral Outcomes in Culture Learning: The Case for Ethnographic Interviews
This study sought to extend previous research on ethnographic interviews as a method of culture learning in foreign language classes by employing a qualitative case study methodology. Fifty‐four university students in a first‐year Spanish course worked in pairs to conduct a series of three ethnographic interviews with a native speaker of Spanish. Students reported a variety of cognitive, affective, and behavioral outcomes of the project, includin…
Student Teachers' Attitudes and Beliefs About Using the Target Language in the Classroom
Although the language teaching profession has long emphasized the use of the target language in the classroom, student teachers face various challenges in their efforts to conduct class in their target language. This case study focused on 10 student teachers with respect to (1) their initial attitudes and beliefs about using the target language, (2) the extent to which they felt the target language could be used in specific activities, (3) the fa…
Spanish for Heritage Speakers: A Statewide Survey of Secondary School Teachers
Although much attention has been given in recent literature to the teaching of Spanish as a heritage language (HL), few studies have been published on specific Spanish HL programs, especially in states such as Utah that have only recently seen a large increase in the number of heritage students of Spanish. This study reports the results of a statewide survey of Spanish teachers in Utah secondary schools regarding their preparation to work with Sp…
Students’ Motivations for Choosing (or Not) to Study Portuguese: A Survey of Beginning-level University Classes
Although previous literature has discussed ways of promoting the study of Portuguese, to our knowledge no study has ever directly surveyed students to ascertain why they chose to learn the language. This study reports on a survey of the motivations of first- and second-year Portuguese students to study the language, and contrasts their motivations with those of students of French, German, Italian, and Spanish. In addition, the study reports on st…
Pedagogical Implications of Research on the Acquisition of Portuguese as a Third Language
Pedagogical Implications of Research on the Acquisition of Portuguese as a Third Language Blair E. Bateman Keywords bilingualism/bilinguismo, differentiated instruction/instrução diferenciada, pedagogy/pedagogia, Portuguese/português, Spanish/espanhol, third language acquisition/aquisição de terceira língua Response 1 to "The Impact of Portuguese on the Study of Third Language Acquisition" Without question, the presence in Portuguese classes of a…
Nominal and Verbal Agreement in Portuguese: Differential Outcomes of a Focus on Language in a Fourth-Grade Immersion Class
Immersion students' language abilities are generally characterized by strong receptive skills (listening, reading) and less developed productive skills (speaking, writing) when compared with L1 speakers of the immersion language (e.g., Allen et al. 1990; Cummins 1998; Harley 1992). In this paper we report results from a six-month mixed-methods case study of a fourth-grade Portuguese dual language immersion (DLI) classroom that had implemented a f…
EFL/ESL Teaching and Learning (6 works) · Psychology (6 works) · Pedagogy (5 works) · Mathematics education (4 works) · Foreign language (3 works) · Linguistics (3 works) · Multilingual Education and Policy (3 works) · Portuguese (3 works) · Computer Science (2 works) · European Portuguese (2 works)