Publication Date

12-2017

Date of Final Oral Examination (Defense)

10-10-2017

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Curriculum & Instruction

Department

Curriculum, Instruction, and Foundational Studies

Supervisory Committee Chair

Jennifer L. Snow, Ph.D.

Supervisory Committee Member

Richard Osguthorpe, Ph.D.

Supervisory Committee Member

Kelly Arispe, Ph.D.

Supervisory Committee Member

Rob Martinsen, Ph.D.

Abstract

This dissertation was conducted in order to better understand the interplay between form, function, and relevance regarding contemporary language resource centers (LRCs). Five language centers housed by four different institutions of higher education in the western region of the United States were examined. Two representatives from each of the five centers were interviewed either in-person or over the phone (N = 10). Data were collected in the form of semi-structured interviews, on-site visits, and research journal entries. The data were analyzed using a flexible combination of multi-level qualitative coding, descriptive statistics, and narrative analysis. This study confirms recent findings that have shown LRCs to be a highly diverse group of institutions, particularly with respect to form and function (Kronenberg, 2017). The study also builds on previous investigations of language centers as contemporary reincarnations of the former audiolingual-style language laboratories (Liddell & Garrett, 2004; Wang, 2006). With respect to relevance, a common framework for discussing different language resource centers is outlined in the form of three paradigms: center/department, center/institution, and center/community.

DOI

https://dx.doi.org/10.18122/B2JX4D

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