Literary Discussions and Advanced-Superior Speaking Functions in the Undergraduate Language Program
Bibliographic Data
| ID | 9865653 |
|---|---|
| Authors | Mark Darhower (0000-0002-1429-9686, corresponding author) |
| Year | 2014 |
| Volume | 97 |
| Issue | 3 |
| Pages | 396-412 |
| Publication date | 2014-09-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Hispania (JOURNAL) |
| Journal identifiers | ISSN: 0018-2133 • E-ISSN: 2153-6414 |
| Publisher | Project MUSE (PUBLISHER • US) |
| DOI | 10.1353/hpn.2014.0081 |
| OpenAlex | W2058269396 |
| Language | EN |
| Citations received | 5 |
| References cited | 14 |
During the last decade, researchers of foreign language pedagogy have become increasingly interested in the “language-literature divide” (Donato and Brooks 2004). The purpose of the current study is to contribute to this growing body of research by investigating the extent to which whole class discussions in three third-year undergraduate Spanish literature/culture courses provided opportunities for learners to engage in the communicative functions corresponding to the advanced and superior levels of the “ACTFL Proficiency Guidelines—Speaking.” The analysis included teacher questions, quantity of learner versus teacher speech, and distribution of teacher and learner verb forms. The results showed that, although there were some opportunities for learners to converse at the advanced and superior levels, the majority of learner discourse occurred below the advanced level. Recommendations for further research and pedagogy are provided
Class (philosophy) · Converse · Foreign language · Linguistics · Mathematics education · Pedagogy · Sociology · Verb · Computer Science · EFL/ESL Teaching and Learning · Literacy and Educational Practices · Psychology · Second Language Learning and Teaching
Envisioning a Future of Re-examination of Foreign Language Teacher Education
Analysing foreign language instructional materials through the lens of the multiliteracies framework
It Takes a Department! A Study of the Culture of Proficiency in Three Successful Foreign Language Teacher Education Programs
Lasting effects of pre‐university language exposure on undergraduate proficiency
Researching literacies and textual thinking in collegiate foreign language programs
Dialogic Inquiry
Exploring Classroom Discourse
Learning and Teaching Languages Through Content
Opening Dialogue
Patterns of Discourse in Two Kinds of Literature Discussion
Remapping the Foreign Language Curriculum
The Conversational Historical Present in Oral Spanish Narratives
Bridging the Gap
The Teaching of Spanish Literature
Oral Proficiency Testing in the Real World
Instructional Conversations in a High School Spanish Class
Literary Discussions and Advanced Speaking Functions
The Conversational Historical Present Alternation
Tense and Aspect in Oral Spanish Narrative
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,42 |
| Citation span | 2014 - 2019 (6) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |