Show simple item record

dc.contributor.advisorPeter, Lizette
dc.contributor.authorMarrs, Diana
dc.date.accessioned2014-09-25T04:02:59Z
dc.date.available2014-09-25T04:02:59Z
dc.date.issued2014-05-31
dc.date.submitted2014
dc.identifier.otherhttp://dissertations.umi.com/ku:13288
dc.identifier.urihttp://hdl.handle.net/1808/15137
dc.description.abstractThe American Council on the Teaching of Foreign Languages (ACTFL) sets cultural understanding as one of the five primary goals for foreign language study and further divides this category into 3 Ps: products, practices and perspectives. This qualitative study investigated how the 3 Ps, especially practices, are represented in course materials, what training teachers receive to develop instructional strategies and assessment in the 3 Ps, and to what degree 3 P content is presented and assessed in the foreign language classroom. Content developers of foreign language textbooks were interviewed to understand their decision making process regarding content, particularly cultural content, and their relationship to researchers and teachers. Faculty in educational institutions that provide teacher education were interviewed to determine to what degree their courses prepare teachers to cover the 3 Ps: cultural material selection, teaching strategies, and assessment of intercultural communicative competence. K-12 teachers of a variety of foreign languages were interviewed to determine the status of the 3 Ps in their classrooms: degree of integration, time spent finding culturally relevant authentic materials, instructional strategies used and weight given in the assessment of intercultural communicative competence, and the value they place on this type of content in comparison to traditional items of vocabulary and grammar. The results of this study found that the coverage of "practices", particularly sociolinguistic information, is extremely low. Content developers have included more culture such as lifestyle practices and perspectives in supplemental videos, but teachers still spend substantial time creating their own cultural content and the majority do not assess culture in unit exams. The results of this study reveal that foreign language instruction still focuses heavily on academic language with minimal development of intercultural communicative competence. This study identifies areas of improvement to provide teachers with the tools and expertise needed for a more thorough coverage of the 3 Ps, particularly sociolinguistic practices, an essential component to develop intercultural communicative competence.
dc.format.extent169 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsThis item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
dc.subjectForeign language instruction
dc.subjectLinguistics
dc.subjectTeacher education
dc.subject3 ps
dc.subjectACTFL
dc.subjectCommunicative competence
dc.subjectIntercultural
dc.subjectSociolinguistics
dc.titleAre we there yet? A qualitative study of ACTFL's 3 Ps in content and instructional strategies used to develop intercultural communicative competence in the foreign language classroom.
dc.typeDissertation
dc.contributor.cmtememberCho, Hyesun
dc.contributor.cmtememberDwyer, Arienne
dc.contributor.cmtememberMahlios, Marc
dc.contributor.cmtememberMarkham, Paul
dc.thesis.degreeDisciplineCurriculum and Teaching
dc.thesis.degreeLevelPh.D.
dc.rights.accessrightsopenAccess


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record