Most language learning research is carried out either in classrooms or among classroom learners. As Richards (2015) points out, however, there are two dimensions to successful learning: what happens ...inside classrooms and what happens outside them. Rapid development of online media, communications technologies and opportunities for travel has also expanded the world beyond the classroom for language learners. Language learning and teaching beyond the classroom (LBC) is, thus, emerging as a field ripe for the development of new research agendas (Benson & Reinders 2011; Nunan & Richards 2015). We propose potentially fruitful avenues for research here under the headings of settings for learning, learning processes and teaching.
Sustainable learning and education Hays, Jay; Reinders, Hayo
International review of education,
02/2020, Letnik:
66, Številka:
1
Journal Article
Recenzirano
This article introduces sustainable learning and education (SLE), an emerging philosophy of learning and teaching founded on principles of sustainability. SLE is not necessarily education for ...sustainability, but rather sustainable learning, a new and different idea. The intention behind SLE is to create and proliferate sustainable curricula and methods of learning and teaching. These are designed to instil in people the skills and dispositions to thrive in complicated, challenging and ever-changing circumstances, and contribute to making the world a better place. This article contributes to the literature by (1) elucidating the concept and purpose of SLE; (2) enumerating principles of sustainability that apply in the educational and professional development context; and (3) proposing a curriculum for SLE framed as a university course or professional development programme. The authors emphasise the importance of systems and ecological thinking and the essential role of self-sufficiency as both a means and an end of sustainable learning and education. They conclude with a comment on community: the more fully we accept and appreciate our neighbours, organisations and societies as important, interdependent and deserving of a viable future, and the more we engage with them towards positive ends, the more universally accepted the imperative of sustainability will be, and the more likely we are to attain it.
Apprentissage et éducation durables: un curriculum pour l’avenir – Cet article présente l’apprentissage et l’éducation durables (AED), une philosophie émergente de l’apprentissage et de l’enseignement, basée sur des principes de durabilité. L’apprentissage et l’éducation durables ne correspondent pas forcément à une éducation au développement durable, mais plutôt à un apprentissage durable, une notion nouvelle et différente. Derrière cette approche se cache la volonté de créer des curriculums et méthodes durables d’apprentissage et d’enseignement, et de les multiplier. Ils sont conçus pour inculquer les compétences nécessaires à la réussite dans des situations difficiles, complexes et marquées par de continuelles mutations, pour mettre en valeur les dispositions indispensables à cela et pour contribuer à rendre le monde meilleur. Cet article contribue à enrichir la documentation à ce sujet en (1) expliquant le concept et le but de l’apprentissage et de l’éducation durables; (2) en énumérant les principes de durabilité appliqués dans le contexte du développement éducatif et professionnel; (3) en proposant un curriculum d’apprentissage et d’éducation durables structuré comme un cursus universitaire ou un programme de développement professionnel. Les auteurs soulignent l’importance de la pensée systémique et écologique, et mettent en relief le rôle essentiel de l’autosuffisance en tant que moyen et fin en soi de l’apprentissage et de l’éducation durables. Ils concluent par un commentaire sur la communauté: plus nous acceptons et apprécions pleinement que nos voisins, organisations et sociétés sont importants et interdépendants, et qu’ils méritent un future viable et plus nous nous engageons à leurs côtés à des fins positives, plus l’impératif de la durabilité sera universellement accepté et plus il est probable que nous le réaliserons.
This edited collection considers the relationship between task-based language teaching (TBLT) and technology-enhanced learning. TBLT is concerned with a number of macro-tasks such as information ...gathering and problem-solving as well as evaluative tasks, all of which are increasingly available via online and Web-based technologies. Technology Enhanced Learning refers to a broad conception of technology use in the language classroom and incorporates a range of interactive learning technologies such as Interactive Whiteboards and mobile learning devices. The popularity of Web 2.0 technologies (blogs, wikis, social networking sites, podcasting, virtual worlds), as well as practical applications of mobile learning, place a fresh emphasis on creating project-orientated language learning tasks with a clear real-world significance for learners of foreign languages. This book examines the widespread interest in these new technology-enhanced learning environments and looks at how they are being used to promote task-based learning. This book will appeal to practioners and researchers in applied linguistics, second language acquisition and education studies.
This classroom-based study investigated the antecedents of epistemic curiosity among 25 Thai university students in an English oral communication course. Using a whole-class survey and focus group ...interview, we recursively asked the students to describe a time in class when they experienced epistemic curiosity and the reasons behind it. A modified version of constant comparative analysis suggested seven thematic factors as the antecedents of epistemic curiosity and positive affect linked to its experience. Utilizing descriptions of the lessons kept in the teacher’s record, we provide contextualized accounts of how and why the students experienced epistemic curiosity in class. We conclude by offering pedagogical suggestions for creating learning environments that inspire language learners’ epistemic curiosity.
In recent years there has been a growing recognition of the importance of learner autonomy and the role of individual learners in directing their own learning process, both inside and outside the ...classroom. However, in practice it is not always clear how to support learners in this role, and how to ensure they are ready to assume it. This paper explores some of the teaching aspects related to the development of learner autonomy and proposes a framework of skills that could be used by teachers as a guide to increasing learner responsibility. Although this framework was developed in the context of language education, its underlying theories apply to all educational settings. Author abstract, ed
This comprehensive exploration of theoretical and practical aspects of out-of-class teaching and learning, from a variety of perspectives and in various settings around the world, includes a ...theoretical overview of the field, 11 data-based case studies, and practical advice on materials development for independent learning. Contents of this book include: (1) Introduction (P. Benson & H. Reinders); (2) Language Learning and Teaching Beyond the Classroom: An Introduction to the Field (P. Benson); (3) Family, Friends and Language Learning Beyond the Classroom: Social Networks and Social Capital in Language Learning (D. Palfreyman); (4) Places for Learning: Technology-Mediated Language Learning Practices Beyond the Classroom (L. Kuure); (5) From Milk Cartons to English Roommates: Context and Agency in L2 Learning Beyond the Classroom (P. Kalaja, R. Alanen, A. Palviainen & H. Dufva); (6) Affordances for Language Learning Beyond the Classroom (V. Menezes); (7) Becoming Multilingual: An Ethnographic Approach to SLA Beyond the Classroom (D. Divita); (8) Talk About Language Use: I Know a Little About Your Language (E. Zimmerman); (9) A Possible Path to Progress: Out-Of-School English Language Learners in Sweden (P. Sundqvist); (10) Teenagers Learning Languages Out of School: What, Why and How Do They Learn? How Can School Help Them? (S. Bailly); (11) Older Language Learners, Social Learning Spaces, and Community (G. Murray); (12) Tandem Learning In Virtual Spaces: Supporting Non-Formal and Informal Learning in Adults (U. Stickler & M. Emke); (13) Home Tutor Cognitions and the Nature of Tutor-Learner Relationships (G. Barkhuizen); and (14) Materials Development for Language Learning Beyond the Classroom (H. Reinders). (Contains 1 photo, 4 tables and 4 figures.)
Abstract
The expectations of the impact of technology for language teaching and learning have often exceeded the actual results themselves, where emerging technologies are often believed to be more ...effective than existing ones simply because they are newer, with little consideration of the differences in associated pedagogies (see Bax, 2003; Levy & Stockwell, 2006). Technology is often believed to be inherently motivating for students and linked to the development of autonomy. The realities of technology and its influence on motivation are proving to be somewhat more complex than perceived for both language teachers and learners (Stockwell, 2013). Technology can provide opportunities for motivated learners but is unlikely to lead to motivation or autonomous behavior in many learners unless appropriate pedagogies are applied that capitalize on the affordances of the technologies and include sufficient training in how to use the technologies for language learning purposes (see Reinders, 2018a). At the same time, the role of teachers in the classroom and their attitudes toward their environment and the pressures that they face (Mercer & Kostoulas, 2018) can also impact technology implementation. This article brings together these three interrelated areas and explores how they link to technology: learner motivation and autonomy, teacher psychology, and pedagogical considerations.
In a time of constant change and disruption in education, it is common for teachers to feel anxious about their chosen career. Teacher ‘resistance’ is a natural response in such circumstances and one ...that can take a significant personal and professional toll, both on the individual and those in their community. In this article, I aim to take a more positive approach and frame teachers’ responses to change as a form of resilience, rather than resistance, and as a mindset that can be harnessed for the benefit of the individual as well as the organization. Besides, I offer some recommendations for managers on developing a positive mindset and for teachers to take on a leadership role within the institution.
PDF
