Situating Students as Authentic Writers outside the Classroom

Autor/in	Gooda, Theresa
Titel	Situating Students as Authentic Writers outside the Classroom
Quelle	In: English in Education, 53 (2019) 1, S.77-86 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1080/04250494.2019.1579614
Schlagwörter	Foreign Countries; Journal Writing; Reflection; Memory; Cognitive Processes; Emotional Experience; Communities of Practice; Individual Development; Rural Schools; Privacy; Cues; Student Experience; English Teachers; Secondary School Students; Situated Learning; Authentic Learning; Exchange Programs; Writing Processes; Cultural Awareness; Partnerships in Education; United Kingdom (England); Uganda + Suchen Sie Ihr Suchwort? Ausland; Zeitschriftenaufsatz; Gedächtnis; Cognitive process; Kognitiver Prozess; Community; Individuelle Entwicklung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Privatsphäre; Stichwort; Studienerfahrung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Cultural identity; Kulturelle Identität; Hochschulpartnerschaft
Abstract	This paper explores the value of writing journals for both students and teachers beyond English lessons and without insistence on evidencing writing progress. Keeping a journal or undertaking regular reflective writing is an unfamiliar experience for some students, and schools may offer limited privacy for writing. Used in a comprehensive school as part of a trip to Uganda, the journals provide space for reflection and remembering, enable the emotional and cognitive dimensions of the experience to be captured, and initiate students and teachers into a shared community of practice that celebrates writing as one way of processing individual academic and personal development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01