Date Available
4-22-2014
Year of Publication
2014
Document Type
Doctoral Dissertation
Degree Name
Doctor of Education (EdD)
College
Education
Department/School/Program
Curriculum and Instruction
Advisor
Dr. Sharon Brennan
Co-Director of Graduate Studies
Dr. Sadia Zoubir-Shaw
Abstract
Since the inception of the Kentucky Educational Reform Act in 1990, Kentucky has undergone numerous educational changes. Regarding world languages, recent changes include a new state World Language Standard, a K-12 world language program review, and university language proficiency entrance requirements. These changes create an interesting context in which world language educators negotiate their perceptions and pedagogical choices. This study explored the perceptions, influences, and pedagogical choices of one Kentucky world language educator regarding language proficiency and cultural tools of context, standards and assessments. A constructivist framework guided the case study design. Data collection included interviews, observations, and artifact collection and data analyses followed the comparative analysis process (Yin, 1994; Merriam, 1998). Findings suggest that the participant's perceptions of language proficiency reflect characteristics of the communicative competence language proficiency model of Uso-Juan and Martinez-Flor (2008). In addition, the participant's pedagogical choices regarding context, standards and assessments reflect organizational, policy, and personal influences (Grant, 2003) and characteristics of mediated action (Wertsch, 1998). This study highlights the importance of understanding world language educators' perceptions during a time of contextual change and the need for professional development supporting educators’ pedagogical choices.
Recommended Citation
Youngworth, Laura Roché, "Language Proficiency: Perceptions and Mediated Actions of a Kentucky World Language Educator" (2014). Theses and Dissertations--Curriculum and Instruction. 7.
https://uknowledge.uky.edu/edc_etds/7
