"As an Undergrad, I Don't Have the Right to an Opinion": Reconstructing Students as Creative Meaning-Makers in the Applied English Language Classroom

Autor/in	Oostendorp, Marcelyn
Titel	"As an Undergrad, I Don't Have the Right to an Opinion": Reconstructing Students as Creative Meaning-Makers in the Applied English Language Classroom
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 48 (2017) 2, S.278-285 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688216661259
Schlagwörter	Undergraduate Students; English (Second Language); Second Language Learning; Second Language Instruction; Student Attitudes; Foreign Countries; Educational Change; Higher Education; Multiple Literacies; Semiotics; Transformative Learning; Learning Experience; Language Variation; Questionnaires; Intervention; Films; Language Styles; Language Tests; Assignments; Advertising; Teaching Methods; Academic Discourse; South Africa + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Ausland; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Semiotik; Pädagogische Transformation; Lernerfahrung; Sprachenvielfalt; Fragebogen; Film; Sprachstil; Language test; Sprachtest; Assignment; Auftrag; Zuweisung; Werbung; Teaching method; Lehrmethode; Unterrichtsmethode; Discourse; Diskurs; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The transformation of higher education has been a pressing concern for policy makers and practitioners. This article provides examples of the transformative potential of assessments designed within the framework of a multi-literacies and heteroglossic pedagogy in an Applied English Language course at a South African university. These assessments, which used multiple semiotic resources and created spaces for contesting voices, allowed students to bring their own expertise into the learning experience. This, it is argued, ultimately led to enhanced student voice and agency, two crucial components in transformative practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01