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dc.contributor.advisorSchwarzer, Daviden
dc.creatorLuke, Christopher Layneen
dc.date.accessioned2008-08-28T21:48:10Zen
dc.date.available2008-08-28T21:48:10Zen
dc.date.issued2004en
dc.identifierb59001215en
dc.identifier.urihttp://hdl.handle.net/2152/1133en
dc.descriptiontexten
dc.description.abstractIn this evaluative case study the teacher-researcher replaced the traditional curriculum of a fourth-semester, university-level Spanish class with an inquirybased curriculum. Inquiry-based learning is an approach based on constructivist pedagogy that promotes the acquisition of content knowledge, the development of critical thinking skills, and problem solving and collaboration through the exploration and solution of authentic inquiries. Students in the class were invited to self-select inquiry topics, generate their own research questions, research their topics through various online and offline sources, and create multimedia presentations to share their work with fellow students. Computer activities were supplemented with individual, small group, and whole class activities that fostered the development of reading, writing, listening, and speaking skills by using the materials the students collected and investigated. The inquiry-based curriculum facilitated the development of a student-centered classroom that enabled students to negotiate the curriculum with the teacher-researcher and establish a community of learners. Furthermore, the innovative approach allowed the students to assume new roles and responsibilities in the classroom, make choices in terms of content and learning activities, and share their voices. Data include anecdotal records of the teacher-researcher, field notes recorded by a research assistant, interview transcriptions, and multiple student-generated documents. Data analysis is presented through a descriptive chronological account, three individual case studies from students in the class, and a chapter on emergent themes. The project challenges researchers and practitioners to contemplate and reflect on what it is to teach and learn languages, to critically evaluate current practice, and to venture into the uncharted territory outside the traditional teaching “box.”
dc.format.mediumelectronicen
dc.language.isoengen
dc.rightsCopyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.en
dc.subject.lcshSpanish language--Study and teaching (Higher)--United Statesen
dc.subject.lcshInquiry-based learning--United Statesen
dc.subject.lcshUniversities and colleges--Curricula--United States--Evaluationen
dc.titleInquiry-based learning in a university Spanish class: an evaluative case study of a curricular implementationen
dc.description.departmentForeign Language Educationen
dc.identifier.oclc57534224en
dc.identifier.proqst3126150en
dc.type.genreThesisen
thesis.degree.departmentForeign Language Educationen
thesis.degree.disciplineForeign Language Educationen
thesis.degree.grantorThe University of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophyen


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