Towards a Shared Vision of Language, Language Learning, and a School Project in Emergence

Autor/inn/en	Tumelius, Riikka; Kuure, Leena
Titel	Towards a Shared Vision of Language, Language Learning, and a School Project in Emergence
Quelle	In: Classroom Discourse, 12 (2021) 4, S.344-364 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tumelius, Riikka) ORCID (Kuure, Leena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2020.1808495
Schlagwörter	Second Language Learning; Second Language Instruction; Teaching Methods; Video Technology; Student Projects; Computer Mediated Communication; College Faculty; Recordkeeping; Teacher Role; Language Teachers; College School Cooperation; Masters Programs; Graduate Students; College Administration; Discourse Analysis; English (Second Language); Finno Ugric Languages; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Computerkonferenz; Fakultät; Leistungsnachweis; Lehrerrolle; Language teacher; Sprachunterricht; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; College administrators; Hochschulverwaltung; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Finnland
Abstract	Technology development allows new ways of communication, learning and collaboration. This is reflected in the professional scenarios of language teaching. Modern curricula value participants' interest and meaningful (inter)action as a basis for learning. Sensitivity is important in anticipating participants' changing needs in modern learning environments, characterised by linguistic and technological hybridity, as well as novel pedagogical approaches. Language students, more familiar with teaching in the traditional classroom, need to appropriate new practices to orchestrate learning in settings requiring multiple activities simultaneously. This study explores how language students learn to manage complex pedagogical situations during a university course in which they create an online project for school children. During online chat sessions administered for the school pupils, the university lecturer's office was an important site for negotiating and acting on pedagogical issues as well as practical matters arising from the work at hand. Nexus analysis was used as a research approach. Primary research materials include video recordings from the university lecturer's office, chatlogs and reflection papers from students. The study is relevant for reconceptualising the changing roles of (language) teachers and provides new perspectives for language teacher education in a technology-rich world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01