Graduate Education Students’ Perceptions

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dc.contributor.author Noureddine, Rasha A.
dc.date.accessioned 2022-06-16T06:53:38Z
dc.date.available 2022-06-16T06:53:38Z
dc.date.copyright 2021 en_US
dc.date.issued 2021-05-05
dc.identifier.uri http://hdl.handle.net/10725/13701
dc.description.abstract Globally, educational institutes of all levels face challenges in equitable education delivery due to the global Coronavirus (COVID-19) pandemic forcing institutions online. A particular entity in the establishment of quality and equitable education is ensuring that linguistic approaches to teaching and learning are optimized. It is well established that translanguaging pedagogy supersedes monolithic language pedagogies in terms of best approach within multilingual linguistic landscapes. Despite the prevalence of literature attesting to the benefits of translanguaging, and the shift in favor of translanguaging pedagogy in northern higher education institutes, educational institutes of varying levels remain hesitant to adopt it. This study aimed to identify graduate education students’ perceptions of translanguaging within a multilingual and online educational context. To attain a holistic understanding of graduate education students’ perceptions of translanguaging, a mixed-methods approach was utilized for data collection whereby observations, surveys and interviews were conducted. The results indicated that graduate education students perceive translanguaging as a natural and normative practice, acknowledge its beneficial role in education, and do not differentiate between online and on-site teaching and learning approaches. However, participants remain reluctant to incorporate it within their personal practice, and contradict their personal perceptions, as recorded during observations and interviews. These results suggest that graduate education students’ perceptions align with principles defined within the literature, however, a need for translanguaging research awareness is required at the level of both the student and the teacher in the context of the study, and a better understanding of the implications of mode of delivery and its subsumed barriers is also needed. en_US
dc.language.iso en en_US
dc.subject Translanguaging (Linguistics) en_US
dc.subject Distance education -- Social aspects en_US
dc.subject Education, Higher -- Computer-assisted instruction -- Social aspects en_US
dc.subject COVID-19 (Disease) -- Social aspects en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.subject Dissertations, Academic en_US
dc.title Graduate Education Students’ Perceptions en_US
dc.type Thesis en_US
dc.title.subtitle Translanguaging in Online Teaching & Learning en_US
dc.term.submitted Spring en_US
dc.author.degree MA in Education en_US
dc.author.school SAS en_US
dc.author.idnumber 201806887 en_US
dc.author.commembers Diab, Rula
dc.author.commembers Nabahani, Mona
dc.author.department Social and Education Sciences en_US
dc.description.physdesc 1 online resource (xi, 148 leaves): col. ill. en_US
dc.author.advisor Bahous, Rima
dc.keywords Translanguaging en_US
dc.keywords Graduate Education Students en_US
dc.keywords Perceptions en_US
dc.keywords Higher Education en_US
dc.keywords Online Teaching en_US
dc.keywords Online Learning en_US
dc.description.bibliographiccitations Includes bibliographical references (leaf 75-82). en_US
dc.identifier.doi https://doi.org/10.26756/th.2022.213
dc.author.email rasha.noureddine@lau.edu en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/thesis.php en_US
dc.author.affiliation Lebanese American University en_US

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