Caitlyn Pineault
Dados Biográficos
| ID | 5434772 |
|---|---|
| NOME | Caitlyn Pineault |
| PRENOMES | Caitlyn |
| SOBRENOME | Pineault |
| ASSINATURA | PINEAULT C |
| AFILIAÇÕES | Department of Linguistics Georgetown University Washington DC USA |
| ORCID | 0000-0002-3899-1810 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2023 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 0 |
Research engagement among K–12 world language teachers
Many scholars have identified teacher education (TE) as a crucial site for strengthening the research–practice interface. Much of this work has focused on formal TE opportunities, English‐language instructors, or university‐level contexts. Less is known about how other educator demographics engage with second language (L2) research throughout their careers. This mixed‐method study explores how K–12 world language practitioners ( N = 57) engage wi…
State policy requirements for K–12 world language education
In the absence of cohesive national policy or established federal requirements for K–12 world language education, any existing government policies are typically set at the state or local level. State legislation establishes and guarantees opportunities for students, making it an important lever for change. In this study, we examine statutes and legislative codes in all 50 states and the District of Columbia to understand if and how state governme…
Survey of K‐12 world language program evaluation
Language program evaluation has the potential for positive program impact by providing an opportunity for program stakeholders to reflect on their goals, examine their outcomes, and determine ways to move forward to maximize a program's effectiveness. However, many stakeholders are either unaware of the affordances of program evaluation or unable to access it for their programs. Moreover, many stakeholders have an incomplete understanding of what…
An evaluation of a multidimensional identity measurement instrument
This mixed‐methods study explores the efficacy of a multidimensional identity measurement tool that aims to represent the diverse language experiences of heritage language learners (HLLs) and heritage language speakers (HLSs). Drawing on the thematic commonalities across 13 definitions of HLLs, a questionnaire was developed to capture age of acquisition, self‐reported proficiency level, home exposure, language maintenance efforts, and cultural an…
Sem obras proeminentes nesta página.
An evaluation of a multidimensional identity measurement instrument
This mixed‐methods study explores the efficacy of a multidimensional identity measurement tool that aims to represent the diverse language experiences of heritage language learners (HLLs) and heritage language speakers (HLSs). Drawing on the thematic commonalities across 13 definitions of HLLs, a questionnaire was developed to capture age of acquisition, self‐reported proficiency level, home exposure, language maintenance efforts, and cultural an…
Survey of K‐12 world language program evaluation
Language program evaluation has the potential for positive program impact by providing an opportunity for program stakeholders to reflect on their goals, examine their outcomes, and determine ways to move forward to maximize a program's effectiveness. However, many stakeholders are either unaware of the affordances of program evaluation or unable to access it for their programs. Moreover, many stakeholders have an incomplete understanding of what…
Research engagement among K–12 world language teachers
Many scholars have identified teacher education (TE) as a crucial site for strengthening the research–practice interface. Much of this work has focused on formal TE opportunities, English‐language instructors, or university‐level contexts. Less is known about how other educator demographics engage with second language (L2) research throughout their careers. This mixed‐method study explores how K–12 world language practitioners ( N = 57) engage wi…
State policy requirements for K–12 world language education
In the absence of cohesive national policy or established federal requirements for K–12 world language education, any existing government policies are typically set at the state or local level. State legislation establishes and guarantees opportunities for students, making it an important lever for change. In this study, we examine statutes and legislative codes in all 50 states and the District of Columbia to understand if and how state governme…
Second Language Learning and Teaching (4 obras) · EFL/ESL Teaching and Learning (3 obras) · Multilingual Education and Policy (3 obras) · Pedagogy (3 obras) · Psychology (3 obras) · Mathematics education (2 obras) · Sociology (2 obras) · Affordance (1 obras) · Computer Science (1 obras) · Continuing professional development (1 obras)