“Frozen Up Like an Ice Cube!”: The Influence of Situated Learning on Pre-Service Teachers\u27 Cultural and Linguistic Awareness

The overall goal of this study was to explore the influence of situated learning experiences on pre-service teachers\u27 perceptions and understandings of their future Arab students. This study investigated in part the interaction between culturally diverse families and pre-service teachers. It also explored changes in pre-service teachers’ attitudes and knowledge, their perceived applications of the situated experience to their future teaching, and the families’ reactions to this experience. Twelve Arab families volunteered to host 25 pre-service teachers as participants of this study. Results showed that the situated learning experience helped the pre-service teachers develop their cultural knowledge as well as learn about Arab families, Arab culture, and their future classrooms. The study concluded that the experience helped the pre-service teachers gain new knowledge, positive attitudes, and some ideas for their future diverse classrooms. It offered a great opportunity for families to explore how important it is to meet with teachers and it also empowered pre-service teachers with some powerful authentic experiences including meeting the family, sharing their knowledge, exploring their understandings, and discussing and comparing their knowledge with each other

A STUDY OF THE CHALLENGES FACING ARABIC-SPEAKING ESL STUDENTS AND TEACHERS CULTURAL AND LINGUISTIC AWARENESS

This dissertation includes a pilot study on the challenges facing students and teachers in middle school and a follow-up study on the influences of situated learning on pre-service teachers' cultural and linguistic awareness. The first study was conducted in spring 2012 and it focused on two Arabic-speaking ESL students and eight in-service middle school teachers. Data sources included teacher and student interviews, classroom observations, and a parent survey. Research questions focused on the needs of the Arabic-speaking ESL students, the factors that influence their learning, and the problems the teachers face in supporting these students. The study concluded that several important challenges for teachers and students exist, including time, language support, and knowledge. The follow-up study was conducted in spring 2013 and it focused on 25 pre-service teachers and twelve Arab families. The overall goal of the follow-up study was to explore the influence of situated learning experiences on pre-service teachers' cultural and linguistic awareness. Data sources included a pre- and post-experience case, pre- and post- KWLS chart, focus groups, a family survey, and student reflections. Data showed that the situated learning experience helped the pre-service teachers develop their cultural knowledge as well as learn about Arab families, Arab culture, and their future classrooms

A STUDY OF THE CHALLENGES FACING ARABIC-SPEAKING ESL STUDENTS AND TEACHERS: CULTURAL AND LINGUISTIC AWARENESS

Thesis (Ph.D.), Department of Teaching and Learning, Washington State UniversityThis dissertation includes a pilot study on the challenges facing students and teachers in middle school and a follow-up study on the influences of situated learning on pre-service teachers' cultural and linguistic awareness. The first study was conducted in spring 2012 and it focused on two Arabic-speaking ESL students and eight in-service middle school teachers. Data sources included teacher and student interviews, classroom observations, and a parent survey. Research questions focused on the needs of the Arabic-speaking ESL students, the factors that influence their learning, and the problems the teachers face in supporting these students. The study concluded that several important challenges for teachers and students exist, including time, language support, and knowledge. The follow-up study was conducted in spring 2013 and it focused on 25 pre-service teachers and twelve Arab families. The overall goal of the follow-up study was to explore the influence of situated learning experiences on pre-service teachers' cultural and linguistic awareness. Data sources included a pre- and post-experience case, pre- and post- KWLS chart, focus groups, a family survey, and student reflections. Data showed that the situated learning experience helped the pre-service teachers develop their cultural knowledge as well as learn about Arab families, Arab culture, and their future classrooms.Department of Teaching and Learning, Washington State Universit

Hegemony of the Empire to the Language Hegemony: A Correlational Case of English

Language and power have been interlinked and are noticeable in the form of presence of languages like English, French and Spanish in different countries around the world due to rules of British, French and Spanish colonies. The colonial empires made systematic attempts for linguistic and cultural colonization as well making people believe that the language of colonial rulers was superior to their local languages. The spread of English around the globe today had its roots in the colonial empire of British. Through the power, which these rulers enjoyed, they established the hegemony of their language. And in the present day, the economic and military powers of these hegemonic powers are also serving as the tools to establish their linguistic hegemony. With this background, the present paper seeks to review how hegemony of power, which Britain and America enjoyed and enjoy, is correlational with the hegemony of English language spread and use around the globe