Bilingual Paraprofessionals in the Second Language Acquisition Classroom
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| Title: | Bilingual Paraprofessionals in the Second Language Acquisition Classroom |
|---|---|
| Language: | English |
| Authors: | Pennelle, Shawn G., Case, R. E. (ORCID |
| Source: | Education Inquiry. 2023 14(2):251-266. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Paraprofessional School Personnel, Bilingualism, Second Language Instruction, Online Courses, Professional Development, English (Second Language), Spanish Speaking, Writing Assignments, Experience, Second Language Learning, Immigrants |
| Geographic Terms: | Nevada |
| DOI: | 10.1080/20004508.2021.1994117 |
| ISSN: | 2000-4508 |
| Abstract: | This paper reports on a qualitative study of 13 bilingual paraprofessionals at a university in the USA enrolled in a second language acquisition class that was part of a professional development programme. Drawing on socio-cultural theory, the study focused on documenting how the paraprofessionals negotiated the academic demands of a hybrid online second language acquisition class. Data collection was conducted in 2017 and then again in 2019 following completion of the professional development programme. Data was gathered through classroom assignments, a professional journal, and semi-structured interviews. Findings detail the ways in which and the conditions necessary for bilingual paraprofessionals to connect their own professional and personal experiences learning and teaching a second language to professional development. Classroom activities which provide a space for students to pair personal experiences with the academic were key. Suggestions for practice during professional development are offered. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1387808 |
| Database: | ERIC |
| Abstract: | This paper reports on a qualitative study of 13 bilingual paraprofessionals at a university in the USA enrolled in a second language acquisition class that was part of a professional development programme. Drawing on socio-cultural theory, the study focused on documenting how the paraprofessionals negotiated the academic demands of a hybrid online second language acquisition class. Data collection was conducted in 2017 and then again in 2019 following completion of the professional development programme. Data was gathered through classroom assignments, a professional journal, and semi-structured interviews. Findings detail the ways in which and the conditions necessary for bilingual paraprofessionals to connect their own professional and personal experiences learning and teaching a second language to professional development. Classroom activities which provide a space for students to pair personal experiences with the academic were key. Suggestions for practice during professional development are offered. |
|---|---|
| ISSN: | 2000-4508 |
| DOI: | 10.1080/20004508.2021.1994117 |
