An Investigation of World Language Teaching Methodologies and Language Usage in the Classroom. Phase 2.

dc.contributor.advisor	Hlas, Anne Cummings
dc.contributor.author	Hellenbrand, Kaitlyn
dc.date.accessioned	2009-08-14T14:51:04Z
dc.date.available	2009-08-14T14:51:04Z
dc.date.issued	2009-04
dc.identifier.uri	http://digital.library.wisc.edu/1793/35885
dc.description	Color poster with text, table, and images (Spring 2009)	en
dc.description.abstract	Researchers Hlas and Hellenbrand completed a study a year ago that answered these questions: Who are the Spanish teachers in Wisconsin? When do Spanish teachers switch from Spanish to English? Why do they decide to do so? The previous study focused primarily on the relationship between content and language usage in the classroom. The current study further explored factors that contribute to code-switching in the classroom.	en
dc.description.sponsorship	University of Wisconsin--Eau Claire Office of Research and Sponsored Programs.	en
dc.language.iso	en_US	en
dc.relation.ispartofseries	USGZE AS589	en
dc.subject	Spanish teachers--Wisconsin	en
dc.subject	Spanish language--Study and teaching--Bilingual method	en
dc.subject	Immersion techniques (Language teaching)	en
dc.subject	Posters	en
dc.title	An Investigation of World Language Teaching Methodologies and Language Usage in the Classroom. Phase 2.	en
dc.type	Presentation	en