The Invisible Classroom: An Empirical Study in a Pashto Classroom
As groups have “observable…rules and role behavior,” they also have an abstract structure. Groups can be observed in at least two ways. “The visible group is the individual … members, [with] their one-to-one relationships, and … their observable behaviors.” The invisible group is “the covert network...
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National Council of Less Commonly Taught Languages
2020-11-01
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Online Access: | https://ncolctl.org/wp-content/uploads/2020/11/The-Invisible-Classroom.pdf |
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doaj-f261cd7a29b2494bbc983644f2e278b72020-11-25T04:11:34ZengNational Council of Less Commonly Taught LanguagesJournal of the National Council of Less Commonly Taught Languages1930-90312689-29792020-11-012969116The Invisible Classroom: An Empirical Study in a Pashto ClassroomAnjel Tozcu0Defense Language Institute Foreign Language CenterAs groups have “observable…rules and role behavior,” they also have an abstract structure. Groups can be observed in at least two ways. “The visible group is the individual … members, [with] their one-to-one relationships, and … their observable behaviors.” The invisible group is “the covert network of relationships that operate at the group-as-a-whole level through unconscious processes and communications.” As in any group, in educational contexts, the classroom group has an invisible structure, and “the same set of individuals” comprises both the visible group, and the invisible group, which may influence the overt classroom environment (Ehrman & Dörnyei, 1998, p. 77-78). This study compares the classroom dynamics of a class of 12 students in two sections enrolled in the Pashto Basic Course in a military institution in the United States. The study predominantly seeks to explore whether personality types of these students, which comprise class profiles, affect the classroom dynamics. Interviews with teachers, analysis of semester grades, Defense Language Proficiency Test (DLPT) results for reading and listening comprehension, and Oral Proficiency Interview (OPI) scores were considered in the analysis of findings. The preliminary findings indicate that the personality dispositions may shape unseen classroom dynamics in ways that can influence the overt classroom environment either positively or negatively.https://ncolctl.org/wp-content/uploads/2020/11/The-Invisible-Classroom.pdfpersonality typesclassroom dynamicslearning outcomes |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Anjel Tozcu |
spellingShingle |
Anjel Tozcu The Invisible Classroom: An Empirical Study in a Pashto Classroom Journal of the National Council of Less Commonly Taught Languages personality types classroom dynamics learning outcomes |
author_facet |
Anjel Tozcu |
author_sort |
Anjel Tozcu |
title |
The Invisible Classroom: An Empirical Study in a Pashto Classroom |
title_short |
The Invisible Classroom: An Empirical Study in a Pashto Classroom |
title_full |
The Invisible Classroom: An Empirical Study in a Pashto Classroom |
title_fullStr |
The Invisible Classroom: An Empirical Study in a Pashto Classroom |
title_full_unstemmed |
The Invisible Classroom: An Empirical Study in a Pashto Classroom |
title_sort |
invisible classroom: an empirical study in a pashto classroom |
publisher |
National Council of Less Commonly Taught Languages |
series |
Journal of the National Council of Less Commonly Taught Languages |
issn |
1930-9031 2689-2979 |
publishDate |
2020-11-01 |
description |
As groups have “observable…rules and role behavior,” they also have an abstract structure. Groups can be observed in at least two ways. “The visible group is the individual … members, [with] their one-to-one relationships, and … their observable behaviors.” The invisible group is “the covert network of relationships that operate at the group-as-a-whole level through unconscious processes and communications.” As in any group, in educational contexts, the classroom group has an invisible structure, and “the same set of individuals” comprises both the visible group, and the invisible group, which may influence the overt classroom environment (Ehrman & Dörnyei, 1998, p. 77-78). This study compares the classroom dynamics of a class of 12 students in two sections enrolled in the Pashto Basic Course in a military institution in the United States. The study predominantly seeks to explore whether personality types of these students, which comprise class profiles, affect the classroom dynamics. Interviews with teachers, analysis of semester grades, Defense Language Proficiency Test (DLPT) results for reading and listening comprehension, and Oral Proficiency Interview (OPI) scores were considered in the analysis of findings. The preliminary findings indicate that the personality dispositions may shape unseen classroom dynamics in ways that can influence the overt classroom environment either positively or negatively. |
topic |
personality types classroom dynamics learning outcomes |
url |
https://ncolctl.org/wp-content/uploads/2020/11/The-Invisible-Classroom.pdf |
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AT anjeltozcu theinvisibleclassroomanempiricalstudyinapashtoclassroom AT anjeltozcu invisibleclassroomanempiricalstudyinapashtoclassroom |
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