El niño global: cómo los expertos cambiarían la educación
The Global Child: How Experts Would Change Education
por
Robert Dean Hobbs
El Dr. Robert Dean Hobbs ha tenido la cortesía de enviarme un fichero pdf que contiene el libro completo titulado:
- (2016) The Global Child: How Experts Would Change Education: Research- Based Acquistion of Languages. Lambert Academic Publishing. ISBN 978-3-659-88120-6.
(Pulse The Global Child)
TABLE OF CONTENTS
LIST OF TABLES…………………………………………………………………………………………….. 15
LIST OF FIGURES…………………………………………………………………………………………… 17
PART ONE: IMPROVING GLOBAL EDUCATION………………………………… 19
Chapter 1. Setting-up the study……………………………………………………………………… 21
TheProblem………………………………………………………………………………………………………. 24
Statement of the purpose………………………………………………………………………………….. 25
Significance of the study…………………………………………………………………………………. 26
To Learners
To Leaders
Nature of the study………………………………………………………………………………………….. 27
Overview of Research Method
Research Design Appropriateness…………………………………………………………………. 28
Research questions…………………………………………………………………………………………. 29
General Query…………………………………………………………………………………………………… 30
Research Question #1
Research Question #2
Chapter 2. Conceptual and Theoretical Framework………………………………… 31
Overview of the Theoretical Area of Multilingualism…………………………………. 32
Definitions……………………………………………………………………………………………………….. 34
Multilingual Terminology Defined Assumptions…. 37
Scope of the study……………………………………………………………………………………………. 40
Limitations of the study………………………………………………………………………………….. 41
Delimitations……………………………………………………………………………………………………. 42
Part One Summary of the Study…………………………………………………………………… 43
PART TWO: REVIEW OF SUPPORTING RESEARCH…………………………… 46
Chapter 3. Shortcomings of monolingual education………………………………. 47
Chapter 4. Premise: Multilingual Cognitive Superiority…………………………… 52
Bilingual Research…………………………………………………………………………………………… 53
Higher Education Multilingual Evidence…………………………………………………….. 55
Analysis of the Evidence Significance of the Evidence
Chapter 5. Theoretical foundation: DMM.…………………………………………………. 57
Dynamic Model of Multilingualism (DMM) Processing and Storage Syntagmatic Memory Precedes Dual Language Memory
Memory Storage Differentiation………………………………………………………………………. 58
Neurological Investigation into 18 Languages Bilingual Memory Storage
Evidence for Supporting First Languages………. ………………………………………………. 59
Deconstructing the Synergistic Equation of Curriculum & Instruction……60
Chapter 6. Hobbs CI-HD Interface Model and Equation………………………….. 63
[CI-HD = Curriculum Instruction – Human Development]
Multiple Domain Factors and Human Development Domains…………………….. 65
Chapter 7. Human Development…………………………………………………………………… 68
Language Acquisition Infant Studies
Trilingual Tot Language Accuracy Study……………………………………………………….. 69
Developmental Language Intervention Studies
Voice Modulation Signaling Word Order……………………………………………………….. 70
Early L2 Acquisition Recommendations……………………………………………………….. 71
Chapter 8. Multilingual Speech Production Model.……………………………………. 72
Description of the Hobbs Speech Production Model…………………………………… 75
Chapter 9. Models, Interface, and Exchange…………………………………………………. 76
Interface of Models, Theories, and Research…………………………………………………… 77
Information Exchange for Education………………………………………………………………. 78
Chapter 10. The Cognitive Domain………………………………………………………………. 79
Benefit of Ambiguity in Cognitive Stimulation Neurolinguistics
Sublexical Modal Routing
ReciprocalModalities……………………………………………………………………………… 80
Syntax Correlation with Synaptic Electrochemical Activation Psycholinguistics… 81
Priming and Timing Study Cognitive Linguistic Research
Controversy of Automaticity………………………………………………………………………….. 82
Neural Recruitment Facilitates Complex Processing
Benefits of Ambiguity……………………………………………………………………………………… 83
Psychomotor Domain Pragmatics………. 84
Chapter 11. Affective and Motivation Domains.………………………………………. 86
Identity Integration Affiliation and Proficiency
Sociolinguistics……………………………………………………………………………………………… 87
Codeswitching
Role of Language Typology
Translation for Identification…………………………………………………………………………. 88
Intergenerational Study
Multilingual Family Typology……………………………………………………………………… 89
Hispanic-American Study Hong Kong Study
Australian study…………………………………………………………………………………..90
Chapter 12. The School Domain..…………………………………………………………………. 91
ZPD, Assessment, and Self-Management……………………………………………………….. 92
Self-Efficacy Study with Arabic-English Students
Dual Coding Theory AdaptedforEducation………………………………………………… 93
Digital Video Effectiveness Study………………………………………………………………….. 93
Multilingual Education Models……………………………………………………………………… 94
Variety of European ModelsofEducation…………………………………………………….. 95
Saturday Schools in Britain & NYC………………………………………………………………. 96
Asian Model of Education…………………………………………………………………………….. 97
Educational Models: Rights, Capability, and Human Capital
Chapter 13. Education Policy………………………………………………………………………….. 99
Policy Alignment: Human Rights and Language Development………………… 100
Application of the Expand Empowerment Education Models
Chapter 14. Meta Literature Review…………………………………………………………… 102
Consent Forms and Bilingual Studies…………………………………………………………… 103
Proficiency Bias Study………………………………………………………………………………….. 104
Narrow Margin Analysis Impact…………………………………………………………………… 105
Policy Implications of Neurological Research
Convergent Model Implications for Policy Makers…………………………………….. 107
Part Two Summary of the Literature Search.……………………………………………. 108
PART THREE: METHODOLOGY…………………………………………………………….. 111
Chapter 15. Details of the Research Method.……………………………………………. 112
Research Method and Design Appropriateness Qualitative Method Rationale
Grounded Theory Design Rationale…………………………………………………………….. 113
Process Approach………………………………………………………………………………..115
Simultaneous Constant Comparative Data Analysis Research Design Elaboration
Internet Distribution and Piloting……………………………………………………………….. 116
Sampling, Data Collection, Procedures, Rationale……………………………………… 117
Population Reputational Sampling
Saturation……………………………………………………………………………..118
Review of Research Questions……………………………………………………………………. 118
Pilot Data Collection Instrument…………………………………………………………………. 119
Pilot Interview Questions
Reliability of the instrument…………………………………………………………………………. 120
Validity: External, Internal Reliability…… 121
Appropriate Sample Threat to Validity
Data Analysis……………………………………………………………………….. 122
SUMMARY OF METHODOLOGICAL DETAILS……………………. 123
Expertise Established as Participant Qualification Beneficiaries of the Multilingual Study Outcomes
PART FOUR: DATA ANALYSIS RESULTS…………………………………………..125
Research Questions
Chapter 16. Results: From Pilot to Main Study……………………………………….. 126
The Instrument for the Main Study Interview Questions
Follow-up Questions………………………………………………………………………..127
Description of Internet Interview Procedures and Protocols Acquisition of the R esearch Sample
Sample Selection Rationale………………………………………………………………………… 128
Chapter 17. Main Study Results………………………………………………………………….. 131
Data Analysis, Procedures, and Presentation of Findings………………………… 132
Initial Code Phase
Focused Code Phase…………………………………………………………………………………… 133
Axial Code Phase
First Interview Summary of answers………………………………………………………. 133
First Interview Follow-Up Question…………………………………………………………… 135
Second Interview Summary of Answers…………………………………………………….. 135
Theme 1: Need for Changes…………………………………………………………………………….. 136
Sub-themes 1a-1f
Theme 2: Teacher Training Needs Improvement…………………………………………… 137
Sub-themes 2a-2d
Sub-theme 2e-2h………………………………………………………………………………………. 138
Theme 3: Dismay………………………………………………………………………………….. 139
Theme 4: Constraints
Theme 5: Advantages
Second Interview Follow-Up Question……………………………………………………….. 141
Theme 1: Too Difficult to Answer
Theme 2: Advantageous……………………………………………………………………….. 142
Third Interview Question Summary of Answers
Third Question Follow-Up…………………………………………………………………………… 143
Fourth Interview Question Summary of Answers…………………………………….. 144
Fourth Interview Follow-Up Question…………………………………………………………. 145
Variables Important for a Theoretical Model…………………………………………………. 146
Chapter 18. Triangulating Thematic Relationships………………………………… 148
Emerging Themes…………………………………………………………………………… 152
PART FOUR SUMMARY…………………………………………………………………………….. 156
PART FIVE:
CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS………….. 157
Chapter 19. Overview and Summary of the Findings.…………………………….. 158
Summary of the Findings……………………………………………………………………………….. 160
Chapter 20. Research Conclusions and Implications…………………………….. 162
L2 and L3 as Medium of Instructions
Greatest Impact of Research……………………………………………………………………………. 163
Dismay………………………………………………………………………… 165
Advantages of Multilingual Education………………………………………………………. 166
Notional-Functional Aesthetic-Pragmatism………………………………………………… 167
Sociolinguistic Impact…………………………………………………………………………………… 168
Language Group Receptivity………………………………………………………………………. 171
When to Introduce Similar Language Group Receptivity…………………………. 173
Chapter 21. Proposal of an Integrated Model…………………………………………… 175
Principles of Third Language Learning………………………………………………………… 176
Macro Layer of Multilingual Education……………………………………………………… 177
Changes to the Macro Model per the Participant Data………………………………. 178
Meso Layer of Multilingual Education………………………………………………………… 180
Changes to the Meso Model per the Participant Data
Micro Layer of Multilingual Education……………………………………………………….. 182
Changes to the Micro Model per the Participant Data……………………………….. 183
Tools for the Integrated Model of Multilingualism…………………………………….. 185
Macro theoretical tools
Macro layer pragmatic tool for professionaldevelopment…………………………. 187
Macro layer tool for constraint evaluation………………………………………………….. 190
Meso and microtools…………………………………………………………… 191
Chapter 22. Addressing the Problem………………………………………………………….. 197
Addressing the Components of the Specific Problem The Meaning of Context
Addressing the Research Questions……………………………………………………………. 198
Chapter 23. Recommendations………………………………………. 199
Recommendations at the Macro Layer…………………………………………………………….. 199
Recommendations at the Meso Layer……………………………………………………………. 200
Recommendations at the Micro Layer
Chapter 24. Further Research………………………………………………………………………. 201
Lack of Communication of Research Outcomes Fun Activities for Children Learning Languages Accuracy versus Communicative Approaches
Grammar versus Focus-on-Form Approaches……………………………………………… 202
Notional-Functional Aesthetic-Pragmatic Strategies for Curriculum Realistic Learner Goals
Creative Aspect of Language Production…………………………………………………… 203
Suggestions for Using the Model of Multilingual Education
Chapter 25. Conclusion and Summary……………………………………………………… 205
Significance to Leaders, Learners, and Literature Contribution to the field of Multilingualism
Gap in the literature………………………………………………………………………………. 206
Limitations………………………………………………………………………….. 207
Transferability of the Outcomes…………………………………………………………………….. 208
PART FIVE SUMMARY…………………………………………………………………………….. 209
REFERENCES……………………………………………………………………… 211
APPENDIX Table of Contents…………………………………………………………………….. 241
APPENDIX A: Summary of Higher Education L3 Studies……………………… 242
APPENDIX B: Permission………………………………………………………………………… 243
APPENDIX C: Invitation to Pilot Research……………………………………………. 245
APPENDIX D: Professional Research Affiliation Query……………..246
APPENDIX E: Participant Demographic Query…………………………. 247
APPENDIX F: Confidentiality…………………………………………………………………… 249
APPENDIX G: Pilot Instrument…………………………………………………………………. 250
APPENDIX H: Main Study Instrument…………………………………………………….. 271
APPENDIX I: Summary of Invitation to Participate in Research……………. 272
APPENDIX J: Mid-Study Change for Greater Efficiency………………………… 273
APPENDIX K: Main Study Data Analysis………………………………………………. 274
APPENDIX L: Functional Notional Theory, Pragmatic-Aesthetics..…289 INDEX… 292
About the author…………………………………………………………………… 303
A continuación presento un párrafo en español correspondiente a las pp. 205-206.
Importancia para Líderes, Estudiantes y la Literatura
El objetivo de este estudio fue construir un modelo de educación multilingüe para ayudar a los responsables politicos y los líderes escolares a diseñar un currículo que reforzara las lenguas maternas (L1) a la vez que aumentaban otros idiomas (L2, L3). El estudio piloto se diseñó para evaluar modelos adaptados o construidos con información bibliográfica. Los participantes del estudio piloto recomendaron adaptar los modelos en función de las respuestas de los participantes en el estudio. Después del estudio, los modelos se integraron para representar tres niveles de educación multilingüe. Las tres perspectivas incluyen escuelas, estudiantes y procesamiento cognitivo.
Importancia para los aprendices. Aprender varios idiomas debería mejorar la comunicación y las habilidades metacognitivas, además de contribuir a mejorar el ambiente de las escuelas multiculturales. Se debe facilitar la tolerancia de la diferencia. La empatía hacia los inmigrantes que aprenden el idioma dominante debería mejorar ya que los estudiantes que hablan el idioma dominante como lengua materna luchan por mejorar sus habilidades en el idioma extranjero.
Contribución al campo del multilingüismo. La gran mejora en la tecnología de escaneo cerebral ha ofrecido a los neurolingüistas y psicolingüistas mejores equipos para realizar investigaciones. La afirmación de que la sintaxis puede correlacionarse con la activación sináptica y neuronal es exclusiva de este estudio y merece una mayor investigación en la investigación neurolingüística para la intervención investigadora. Otra implicación en la literatura es que la tonalidad vocal puede correlacionarse con la asimilación de la sintaxis y podría ser útil como una estrategia de enseñanza.
La investigación sociolingüística (Ushioda y Dornyei, 2009) ha innovado la forma en que los educadores deberían percibir las identidades dinámicas como los yo-ideales, los seres propios y los seres temidos. Las entrevistas a investigadores multilingües involucrados en una variedad de tipos de investigación debería haber revelado el consenso y la controversia entre sus percepciones sobre cómo mejorar la educación.
El campo del multilingüismo es relativamente nuevo. El bilingüismo fue un enfoque de los investigadores en el siglo XX. La investigación del multilingüismo está ganando impulso en el siglo XXI. Los participantes del estudio en esta investigación eran hablantes de diferentes idiomas que residían en diversas partes del mundo e investigaron diferentes campos de investigación dentro de la investigación multilingüe.
