Literaturnachweis - Detailanzeige
Autor/in | Finch, Henry |
---|---|
Titel | Dialogic Co-Creation in English Language Teaching and Learning: A Personal Experience |
Quelle | In: Language Learning in Higher Education, 13 (2023) 1, S.341-348 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Finch, Henry) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2191-611X |
DOI | 10.1515/cercles-2023-2010 |
Schlagwörter | Dialogs (Language); English (Second Language); Second Language Learning; Second Language Instruction; College Faculty; Foreign Countries; Universities; Professional Autonomy; College Students; Personal Autonomy; Student Centered Learning; Teacher Student Relationship; Language Teachers; Content and Language Integrated Learning; Teaching Methods; Learning Processes; English for Special Purposes; Models; Governing Boards; German; Native Language; School Personnel; Educational Technology; Case Studies; Engineering Education; Germany Dialog; Dialogs; Dialogue; Dialogues; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Fakultät; Ausland; University; Universität; Berufsfreiheit; Collegestudent; Individuelle Autonomie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Language teacher; Sprachunterricht; CLIL; Lernkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Analogiemodell; Governing body; Governing bodies; Leitungsgremium; Deutscher; Schulpersonal; Unterrichtsmedien; Case study; Fallstudie; Case Study; Ingenieurausbildung; Deutschland |
Abstract | This report will discuss the development and implementation of a dialogic co-creation model for English language teaching in the Language Resource Centre at the Technical University of Darmstadt, Germany. The focus of this report will be on the impact of content co-creation and its impact on learner and teacher autonomy in English language learning and teaching. This collaborative, dialogic model draws primarily on principles of dialogism and exploratory talk (ET) and exemplifies a novel, learner-centered method for curriculum development and teaching in Higher Education. This learner-centered perspective advances an in-depth understanding of the relationship between language learner and teacher, content and language integrated learning (CLIL), language for specific purposes (LSP), their respective content boundaries, the role of content expert and the inhibition threshold. Three examples of teaching English to university professors and professional staff using this model will be discussed. The author proposes that such a model could be adapted and scaled into larger student groups, too. (As Provided). |
Anmerkungen | De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |