Publication:
Alternate texts, alternate pedagogies: Autoethnographic research with graduate teaching assistants in an ESL environment
Alternate texts, alternate pedagogies: Autoethnographic research with graduate teaching assistants in an ESL environment
dc.contributor.advisor | Chansky, Ricia A. | |
dc.contributor.author | García de la Noceda Vázquez, Laura | |
dc.contributor.college | College of Arts and Sciences - Art | en_US |
dc.contributor.committee | Lamore, Eric D. | |
dc.contributor.committee | Romaguera, Gabriel | |
dc.contributor.department | Department of English | en_US |
dc.contributor.representative | Maldonado, Noemi | |
dc.date.accessioned | 2020-08-20T17:34:46Z | |
dc.date.available | 2020-08-20T17:34:46Z | |
dc.date.issued | 2020-07-23 | |
dc.description.abstract | The purpose of this thesis is to study the graduate teaching assistants (GTAs) who are instructors of record in undergraduate-level general education courses in the Department of English at the University of Puerto Rico at Mayagüez (UPRM). Specifically, this project examines the pedagogical beliefs of a certain section of this teaching population on how the use of alternate, non-canonical texts and alternate pedagogies stimulate discussion in the classroom and students’ use of the English language, most of whom self-identify as ESL students. Through this study, I determine how the inclusion of alternate pedagogies and non-canonical or popular culture texts supports GTAs’ teaching of students enrolled in general education English courses in a particular ESL environment. | en_US |
dc.description.abstract | El propósito de esta tesis es estudiar a los ayudantes de cátedra o GTAs, por sus siglas en inglés, quienes son instructores de los cursos de educación general a nivel subgraduado en el departamento de Ingles de la Universidad de Puerto Rico, Recinto Universitario de Mayagüez. Es decir, este proyecto examina las creencias pedagógicas de una sección de la población docente sobre cómo el uso de textos alternos, no canónicos, y pedagogías alternas estimulan la discusión en el salón de clase y el uso de los estudiantes del idioma inglés, el cual la mayoría se identifican como estudiantes de inglés como segundo idioma o ESL, por sus siglas en inglés. A través de este estudio, determino cómo la inclusión de pedagogías alternas y textos de cultura popular o no canónica respalda la enseñanza de los estudiantes matriculados en cursos de inglés de educación general en un entorno particular de ESL. | en_US |
dc.description.graduationSemester | Summer | en_US |
dc.description.graduationYear | 2020 | en_US |
dc.identifier.uri | https://hdl.handle.net/20.500.11801/2639 | |
dc.language.iso | en | en_US |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | * |
dc.rights.holder | (c) 2020 Laura García de la Noceda Vázquez | en_US |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | alternate pedagogy | en_US |
dc.subject | education | en_US |
dc.subject | hesitancy | en_US |
dc.subject | canonical literature | en_US |
dc.subject | popular culture | en_US |
dc.subject.lcsh | English language -- Study and teaching (Higher) -- Puerto Rico | en_US |
dc.subject.lcsh | Graduate teaching assistants | en_US |
dc.subject.lcsh | Ethnology -- Research | en_US |
dc.subject.lcsh | Language and culture | en_US |
dc.title | Alternate texts, alternate pedagogies: Autoethnographic research with graduate teaching assistants in an ESL environment | en_US |
dc.type | Thesis | en_US |
dspace.entity.type | Publication | |
thesis.degree.discipline | English Education | en_US |
thesis.degree.level | M.A.E.E. | en_US |
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