Fostering Intellectual Investment and Foreign Language Learning through Role-Immersion Pedagogy

Autor/in	Finney, Sara
Titel	Fostering Intellectual Investment and Foreign Language Learning through Role-Immersion Pedagogy
Quelle	In: L2 Journal, 11 (2019) 2, S.1-17 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-0222
DOI	10.5070/L211243844
Schlagwörter	Second Language Learning; Second Language Instruction; Curriculum Design; Intellectual Development; Simulation; College Students; Teaching Methods; Spanish; Role Playing; Drug Abuse; Crime; Violence; Student Attitudes; Geographic Regions; Critical Thinking; Self Concept; Course Descriptions; Problem Solving; Controversial Issues (Course Content) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrplangestaltung; Mental development; Geistige Entwicklung; Simulation program; Simulationsprogramm; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Spanisch; Rollenspiel; Crimes; Delict; Delicts; Delikt; Gewalt; Schülerverhalten; Kritisches Denken; Selbstkonzept; Kursstrukturplan; Problemlösen; Controversial issues; Kontroverse
Abstract	Recent scholarship has highlighted the importance of increasing the intellectual viability of lower-level foreign language (FL) study while facilitating connections between academic practice, learners' lives, and global communities. This article reports on a content-based role-immersion simulation (RIS) designed to incite a critical orientation toward language learning, as 16 postsecondary intermediate Spanish learners adopted alternate identities and took part in a culturally grounded scenario centering on resolving problems related to drug trafficking and violence at the U.S.-Mexico border. Self-reported data from this qualitative study reveal that a majority of participants considered the simulation to approximate an intellectually stimulating real-world immersive encounter; however, some learners approached it as a language-learning exercise. The article elaborates on criteria that contributed to these divergent perceptions and concludes with implications for foreign language curriculum design. (As Provided).
Anmerkungen	Berkeley Language Center, University of California. B-40 Dwinelle Hall #2640, Berkeley, CA 94720. Web site: http://escholarship.org/uc/uccllt_l2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01