'My Brain Hurts:' Incorporating Learner Interests into the Classroom

Autor/in	Tadic, Nadja
Titel	'My Brain Hurts:' Incorporating Learner Interests into the Classroom
Quelle	In: Language and Education, 33 (2019) 1, S.68-84 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tadic, Nadja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2018.1476527
Schlagwörter	Student Interests; Teaching Methods; Elementary School Teachers; Video Technology; Grade 3; English (Second Language); Second Language Learning; Second Language Instruction; Language Arts; Discourse Analysis; Student Participation; Learning Motivation; Task Analysis; Classroom Communication; Elementary School Students + Suchen Sie Ihr Suchwort? Studieninteresse; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachkultur; Diskursanalyse; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Motivation for studies; Lernmotivation; Aufgabenanalyse; Klassengespräch
Abstract	Educators have long been advocating for the appropriation of students' interests into the classroom as a means of promoting participation and learning. However, little attention has been paid to the possible issues that interest-driven pedagogy might engender for both teachers and students through its blend of the personal and academic. This article examines how one elementary school teacher appropriates his students' interests into an instructional task and how this attempt at blending real-life and instruction shapes student participation and task completion. The data come from an hour-long video recording of a third-grade sheltered instruction English Language Arts class at a public school in the United States. Conducted within the conversation analytic framework, the study shows that implementing interest-driven pedagogy in the classroom can engender a struggle between instructional task demands and real-life student concerns, consequently both hindering and facilitating student participation and task completion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01