Above and beyond the Syllabus: Transformation in an Adult, Foreign Language Classroom

Autor/inn/en	Johnson, Stacey Margarita; Nelson, Barbara Mullins
Titel	Above and beyond the Syllabus: Transformation in an Adult, Foreign Language Classroom
Quelle	In: Language Awareness, 19 (2010) 1, S.35-50 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
Schlagwörter	Class Activities; Learning Activities; Second Language Learning; Transformative Learning; Native Speakers; Cultural Awareness; Second Language Instruction; Language Proficiency; Surveys; Interviews; Spanish; Spanish Speaking; Ethnocentrism; Females; Cooperative Learning; Films + Suchen Sie Ihr Suchwort? Lernaktivität; Zweitsprachenerwerb; Pädagogische Transformation; Muttersprachler; Cultural identity; Kulturelle Identität; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Spanisch; Ethnozentrismus; Weibliches Geschlecht; Kooperatives Lernen; Film
Abstract	While many students in a foreign language classroom are successful at learning the prescribed curriculum, they may never move beyond the grammar and vocabulary to experience transformative learning. On the other hand, students who do not achieve proficiency may experience a perspective transformation as a result of studying a foreign language. This study examines the experiences of three adult women who completed two semesters of a college level Spanish course. Data were collected through the Learning Activities Survey and interviews. Results showed participants experienced perspective transformation in three areas: 1) identified with Hispanic cultures, 2) increased awareness of diversity, and 3) became aware of ethnocentricity. Three types of classroom activities appeared to make significant contributions to perspective transformation: 1) meeting native speakers, 2) collaborative learning, and 3) viewing and analysing films. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10