"Now I See How My Students Feel": Expansive Learning in a Language Awareness Workshop

Autor/inn/en	Fajardo, Guadalupe Ruiz; Torres-Guzmán, María E.
Titel	"Now I See How My Students Feel": Expansive Learning in a Language Awareness Workshop
Quelle	In: Language Awareness, 25 (2016) 3, S.222-240 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2016.1179745
Schlagwörter	Teacher Attitudes; Case Studies; Workshops; Spanish; Discourse Analysis; Metalinguistics; Bilingual Education Programs; Self Concept; Student Centered Learning; Video Technology; Public Schools; Second Language Learning; English; Language of Instruction; English (Second Language); Native Speakers; Empathy; Language Usage; Elementary School Students; Elementary School Teachers; Teaching Methods; New York + Suchen Sie Ihr Suchwort? Lehrerverhalten; Case study; Fallstudie; Case Study; Lernwerkstatt; Schulung; Spanisch; Diskursanalyse; Metalanguage; Metasprache; Selbstkonzept; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Public school; Öffentliche Schule; Zweitsprachenerwerb; English language; Englisch; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Muttersprachler; Empathie; Sprachgebrauch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study looks at a case study research on a language awareness workshop in a New York public school with a dual language (Spanish/English) program. A learner-centred lesson, taught in Spanish, focused on basic personal information exchanges for in-service teachers who taught only in English and who had some limited knowledge of Spanish. The instructors' charge was to teach participants how to exchange basic personal information in Spanish. Working from a cultural historical activity theory perspective, the interactions that took place in a videotaped session were analysed, using tools from discourse analysis, conversation analysis, and linguistics. The focus was set on the interactions of the instructors with one of the teachers in the workshop to examine how she moved from resisting a new language to embracing an understanding of the role of a new language in learning by paying attention to the dynamics of identity production. By exploring moment-to-moment identity moves and moves across time, the authors identified learning actions leading to the potential of expansive learning and suggesting enhancement of the concept of experiencing (Sannino, 2010) by examining the production of the teacher's identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01