Curricular peer mentoring in first‐semester German
Novice learners' perceptions of a “Language Learning Assistant” program
Bibliographic Data
| ID | 8937266 |
|---|---|
| Authors | Margaret Gonglewski (0000-0002-5090-533X, The George Washington University Washington District of Columbia USA, corresponding author), Lottie L Baker (0000-0001-9420-2815, United States Department of State), Lottie Baker (U.S. Department of State Washington District of Columbia USA) |
| Year | 2021 |
| Volume | 54 |
| Issue | 4 |
| Pages | 952-973 |
| Publication date | 2021-08-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12564 |
| OpenAlex | W3196135608 |
| Language | EN |
| Citations received | 2 |
| References cited | 28 |
Curricular peer mentoring is a type of peer‐assisted learning that integrates advanced students of a subject directly into beginner‐level courses to facilitate engagement and learning. This study investigates how one curricular peer mentoring program, originally developed to foster active learning in large introductory science, technology, engineering, and mathematics (STEM) courses, impacted students' experience in the second language (L2) classroom. First‐semester German learners' perception of their experience with “Language Learning Assistants” (LAs) was analyzed using quantitative and qualitative survey data. Results indicated students' positive response to working with Language LAs. Four overarching themes emerged regarding students' views of the LAs' role and value: LAs as relatable peers, helpers to busy professors, language resources, and cultural ambassadors. Further analysis identified students' perception of LAs' “modeling” function as serving two distinct but overlapping purposes: (1) modeling with an immediate impact on in‐class learning (“near‐term modeling”), and (2) modeling that inspires goal‐setting beyond the classroom (“long‐term modeling”)
Active learning (machine learning · Class (philosophy · German · Language acquisition · Mathematics education · Pedagogy · Peer feedback · Perception · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reflective Practices in Education · Second Language Learning and Teaching
The Psychology of the Language Learner Revisited
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Trends in Peer Learning
The input hypothesis
Peer Mentoring Second Language Teachers
Utilizing Undergraduate Peer Teaching Assistants in a Speaking Program in Spanish as a Foreign Language
Collaborative writing in mixed classes
Qualitative Data Analysis
The impact of supplemental instruction on learning competence and academic performance
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |