Page 90 |
Save page Remove page | Previous | 90 of 152 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
82
language despite not being Spanish words. This mixture of a language within various cultures is not something that is discussed in a classroom every day and the approach was not in correcting these phrases into a linear Spanish. Instead, the discussion was on whether or not these phrases should be adopted into the common Spanish vernacular. This led students to discuss the language of text messaging and something they had not considered: just like there is an English text messaging language there must also be a Spanish text messaging language. A simple word like text in English has become a common Spanish world texto. This word, which does not exist in the Spanish dictionary, has become widely adopted across the Spanish speaking world. Would pure language be destroyed by the current bilingual or slang phrases that our current world is using? The discussion of this question was hampered on this day because the students were supposed to have listened to a podcast the night before but unfortunately, they were given an incorrect link by the teacher. Regardless, students were able to think about the question and add to the discussion while being taught a lesson on the subjunctive. The lesson did not disparage current technology and/or the phrases that were invading the purer language. Instead the lesson allowed students to come up with their own conclusions while examining both the pros and the cons to the situation. Research notes that students should have an understanding of world cultures and be able to integrate it in a way that demonstrates global literacy (CED, 2006). This Global Academy Spanish class dealt not only with a lesson on the subjunctive but also on cultural issues around the world.
Much of the research on globalization and education also states that students should be taught with world perspectives while mixing in the skills students would need in the future. This was again evident through observation in a math class at Global
Object Description
| Title | Globalization, curricular elements, organizational structures and perceived student outcomes in California schools |
| Author | Vigil, Ricardo |
| Author email | tracer1150@aol.com; ricardjv@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2011-02-11 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-26 |
| Advisor (committee chair) | Gothold, Stuart E. |
| Advisor (committee member) |
Hocevar, Dennis J. Love, Laurie |
| Abstract | The world is becoming increasingly connected and this has begun to affect the political, economic, cultural and societal aspects of our lives. Globalization will push individuals to have sensitivity to foreign cultures, fluency in foreign languages and an understanding of international trade and technology while also having the ability to reshape what people think about nations, boundaries and identities. How people react to globalization will depend heavily on who is viewing it and this complexity brings with it values and tensions from various parts of the world. Consequently, globalization carries tremendous ramifications for education and whether or not globalization is accepted, the forces and trends it is presenting are too strong to ignore. So the questions at hand are now: what are schools doing to address this idea, what are schools doing to educate students about globalization and has the idea of global citizenship been addressed? This study addresses what education in the United States is currently focused on and what education is doing in consideration of globalization; specifically what role students will play in a globalized world. The intent of this study was to identify global curricular and organizational elements that are present in California schools and what associated student outcomes are produced. Furthermore, the idea of global citizenship is now a distinct possibility; an idea that begins to blur current ideas of citizenship in an era of nation-states. The idea of relating to others now goes beyond national borders in ways that make it necessary to be aware of political, economic and social issues in other nations. This study also examines what it means to be a global citizen and what are schools doing to make this happen. As part of a thematic dissertation group of eight at the University of Southern California, this study focused on one school in California and found many elements that support globalization.; These included a well developed curriculum, organized leadership, international faculty, exchange trips abroad, a focus on 21st century skills and more. The results of these organizational and curricular ingredients include altruistic projects, community service, and academic excellence and can be useful to policymakers and school-builders who are trying to integrate globalization into schools. Ultimately, this study, in combination with the others in the thematic dissertation team, have the potential to make the curricular elements, organizational structures and student outcomes found in this study significant in attempting to address questions of globalization in schools. |
| Keyword | California; curricular elements; global education; globalization; international baccalaureate; student outcomes; global curriculum |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2000/2040 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3777 |
| Contributing entity | University of Southern California |
| Rights | Vigil, Ricardo |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Vigil-4389 |
| Archival file | uscthesesreloadpub_Volume23/etd-Vigil-4389.pdf |
Description
| Title | Page 90 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 82 language despite not being Spanish words. This mixture of a language within various cultures is not something that is discussed in a classroom every day and the approach was not in correcting these phrases into a linear Spanish. Instead, the discussion was on whether or not these phrases should be adopted into the common Spanish vernacular. This led students to discuss the language of text messaging and something they had not considered: just like there is an English text messaging language there must also be a Spanish text messaging language. A simple word like text in English has become a common Spanish world texto. This word, which does not exist in the Spanish dictionary, has become widely adopted across the Spanish speaking world. Would pure language be destroyed by the current bilingual or slang phrases that our current world is using? The discussion of this question was hampered on this day because the students were supposed to have listened to a podcast the night before but unfortunately, they were given an incorrect link by the teacher. Regardless, students were able to think about the question and add to the discussion while being taught a lesson on the subjunctive. The lesson did not disparage current technology and/or the phrases that were invading the purer language. Instead the lesson allowed students to come up with their own conclusions while examining both the pros and the cons to the situation. Research notes that students should have an understanding of world cultures and be able to integrate it in a way that demonstrates global literacy (CED, 2006). This Global Academy Spanish class dealt not only with a lesson on the subjunctive but also on cultural issues around the world. Much of the research on globalization and education also states that students should be taught with world perspectives while mixing in the skills students would need in the future. This was again evident through observation in a math class at Global |
