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Instructional Practices When Using Video Authentic Resources in the Fles Classroom

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Instructional Practices When Using Video Authentic Resources in the Fles Classroom INSTRUCTIONAL PRACTICES WHEN USING VIDEO AUTHENTIC RESOURCES IN THE FLES CLASSROOM By ERIC M. INBODEN A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION UNIVERSITY OF FLORIDA 2019 © 2019 Eric M. Inboden To my whole family, especially, Emma, Scarlett, and Lydia Inboden ACKNOWLEDGMENTS The work in this study would not have been realized if I did not have the support, assistance, and inspiration of a variety of people. I would like to thank all the scholars that came before me whose work contributed to the knowledge gained and shared in this study. Without the work of these scholars, there would be empty journals and libraries. Your contribution is duly noted and appreciated beyond the words that you so competently apply. I would like to thank my advisor, Dr. Swapna Kumar, who supported me throughout this entire process. She was continually available to guide me through the mired pathways necessary to complete the dissertation journey. Thank you for keeping me true and for not pulling your punches when criticism was due. Additionally, gratitude is deserved by my esteemed committee members: Dr. Elizabeth Bondy, Dr. Kara Dawson, and Dr. Mark Hart. The counsel you bestowed upon me improved this work tremendously and for that I extend many thanks. I am also appreciative of the University of Florida’s outstanding faculty and staff in the School of Teaching and Learning who molded and supported me through innovative coursework and outstanding organizational assistance. I would like to thank the members of Cohort 4 of the EdTech Ed.D. program. You all are such smart people and were a constant source of inspiration. My most sincere gratitude is due to Dr. Alfredo Leon who took the time and care to respond to late night text messages, listen to gripes, and offer excellent advice for writing, analyzing, and persevering. Thanks B. Much gratitude is also due to “Team Muchos Nachos Take the Daisy Train:” Dr. Sarah Brandt and Dr. Johnathan Frankel. You all made this process much more comfortable and enjoyable. We shared laughs, tears, beers, and more while traversing this doctoral journey. I would also like to thank my family and friends. My parents supported me with encouragement and continued inquiries about how I was progressing. I am glad that I got this 4 thing done before you died. I love you. Smile. To my sisters, their husbands, and my nieces and nephews, thank you for always making me smile. I should add to my sisters, “I’m smarter than you are and I’m Mom’s favorite.” I must thank my friends for providing me with the mental respite I so desperately needed during this entire process. I appreciate the role you played in my simultaneous attainment of knowledge and loss of brain cells. Cheers, homies. Finally, I would like to send the biggest shout out of all to my daughters and wife. Emma and Scarlett, you are the reason I endeavored to get a doctorate degree. I want you to be proud of me in the way that I am proud of you. I want to model for you both that achievement in education is the impetus for ongoing success in life. This thing took a bit longer than expected, because of all the fun we needed to have during the writing process. I can honestly say that I did not miss a minute of your lives while I was on this adventure and that made the undertaking enjoyable and worthwhile. I love you both dearly. The highest level of gratitude is due my wife, Lydia. You are the reason I am in education. You saw something bright in me when I saw nothing but grey and darkness. You pulled me from a deep hole and placed me on a pedestal. You registered me for my first education course, pushed me through my master’s degree, and did the research to find this doctoral program at the University of Florida. Despite your deep interest in my successes, you also knew when to get that glazed look on your face when I started talking about the research and findings during this study. That encouraged me to stop talking about it and just be with you. The laughs and love that we share are timeless and for that I am eternally thankful and indebted to you. I love you. 5 TABLE OF CONTENTS page ACKNOWLEDGMENTS ...............................................................................................................4 LIST OF TABLES .........................................................................................................................10 LIST OF FIGURES .......................................................................................................................11 ABSTRACT ...................................................................................................................................12 CHAPTER 1 INTRODUCTION ..................................................................................................................14 Professional Context ...............................................................................................................15 Authentic Resources at Whistle .......................................................................................17 Problem of Practice .........................................................................................................19 Purpose Statement and Central Phenomenon .........................................................................20 Research Questions .................................................................................................................21 Sub-Questions .........................................................................................................................21 Research Design .....................................................................................................................21 Limitations ..............................................................................................................................22 Significance ............................................................................................................................23 Definition of Terms ................................................................................................................24 First Language (L1) .........................................................................................................24 Foreign Language in Elementary Schools (FLES) ..........................................................24 Foreign Language Exploration (FLEX) ..........................................................................24 Basic Qualitative Study ...................................................................................................25 Second Language (L2) ....................................................................................................25 Second Language Acquisition (SLA) ..............................................................................25 Early Childhood...............................................................................................................25 Independent Schools ........................................................................................................25 Input .................................................................................................................................26 Output ..............................................................................................................................26 K-12 .................................................................................................................................26 Authentic Resource (AR) ................................................................................................26 Zone of Proximal Development (ZPD) ...........................................................................26 Summary .................................................................................................................................27 Overview .................................................................................................................................27 2 LITERATURE REVIEW .......................................................................................................29 Types of Elementary School Foreign Language Programs ....................................................29 Exploratory Language Program ......................................................................................30 Language Focus Program ................................................................................................30 Immersion Program .........................................................................................................31 6 Second Language Acquisition ................................................................................................31 Earliest History of SLA ...................................................................................................32 20th Century SLA – Theoretical Bases ............................................................................33 Structuralism....................................................................................................................33 Behaviorism .....................................................................................................................34 Chomskyan Revolution – Cognitivism ...........................................................................35 SLA Pedagogy Post-Chomsky ........................................................................................37
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