Language, Literacy, and Sociocultural Studies ETDs

Publication Date

Summer 7-15-2019

Abstract

For years, teaching and learning a foreign language (FL) has been equated to exclusively discover and master that target language and its related cultures. There has not been any exploration of other features such as the native language and local cultures in a foreign language classroom. Using a participatory action research, the aim of this study was to tell the story of six Malagasy high school teachers collaborating in a Teacher Learning Community (TLC) to construct and put into practice pedagogical approaches that celebrate and sustain Malagasy students’ identities, cultures, and experiences through classroom activities, and capitalize them for basis of FL teaching and learning. From a postcolonial standpoint, the study explored how those TLC teachers conceptualized and implemented a Culturally Relevant Pedagogy (CRP) approaches in their FL classrooms through action research. The data used to explain the TLC teachers’ CRP conceptualization and implementation processes included their lesson plans, class visit checklist, students’ work samples, pictures in class and at the showcase, post-teaching reflections, interviews, and questionnaire. Data revealed that TLC teachers renovated their FL teaching, humanized their relationships with students, and promoted an authentic FL curriculum as they conceptualized and implemented CRP.

Keywords

Foreign Language Teaching, Culturally Relevant Pedagogy, Teacher Learning Community, Madagascar, postcolonial, and liberatory teaching.

Document Type

Dissertation

Language

English

Degree Name

Language, Literacy and Sociocultural Studies

Level of Degree

Doctoral

Department Name

Language, Literacy, and Sociocultural Studies

First Committee Member (Chair)

Carlos LopezLeiva

Second Committee Member

Sylvia Celedon-Pattichis

Third Committee Member

Pisarn Bee Chamcharatsri

Fourth Committee Member

Claudia Isaac

Fifth Committee Member

Jean Marie Delabeaujardiere

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