Please use this identifier to cite or link to this item:
|Title:||Young Interpreters: The Situated as Supportive|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Johnstun, K., Leary, H., & Jensen, B. (2019). Young Interpreters: The Situated as Supportive. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 557-560). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||Across the United States schools are largely segregated by race, creating schools that are densely Hispanic and teaching staff that is overwhelming monolingual English speakers. This has created difficulty in home communication in these schools. This study looks at ongoing design-based research efforts to engage bilingual students in helping their teachers become more capable of communicating in Spanish. Through online-delivered challenges teachers and students work together to complete a series of tasks that help teachers learn about communicating across cultures and preparing several communication-aids to help them reach out more frequently. Through a narrative profile analysis, we uncovered the types of influences the five-week intervention can have on teacher's home communication efforts, beliefs in their own ability to develop stronger language skills, and relationships with students, and we trace the implications these efforts have on teacher practice, design iterations, and scaling.|
|Appears in Collections:||CSCL 2019|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.