Language Curriculum Transformation and Motivation through Action Research

Autor/in	Banegas, Darío Luis
Titel	Language Curriculum Transformation and Motivation through Action Research
Quelle	In: Curriculum Journal, 30 (2019) 4, S.422-440 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Banegas, Darío Luis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2019.1646145
Schlagwörter	Action Research; Curriculum Development; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Group Discussion; Foreign Countries; Language Teachers; Student Motivation; Educational Change; Decision Making; Learning Motivation; Journal Writing; Teacher Developed Materials; Self Esteem; Lesson Plans; Teacher Collaboration; Teacher Attitudes; Secondary School Teachers; Professional Autonomy; Material Development; Faculty Development; Argentina + Suchen Sie Ihr Suchwort? Projektforschung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Gruppendiskussion; Ausland; Language teacher; Sprachunterricht; Schulische Motivation; Bildungsreform; Decision-making; Entscheidungsfindung; Motivation for studies; Lernmotivation; Zeitschriftenaufsatz; Self-esteem; Selbstaufmerksamkeit; Lesson planning; Unterrichtsplanung; Lehrerkooperation; Lehrerverhalten; Berufsfreiheit; Lehrmaterialentwicklung; Argentinien
Abstract	This article describes part of a larger action research study carried out in 2018 with secondary school learners and teachers of English in southern Argentina. The study was guided by two aims: (1) improving English language learner motivation, and (2) transforming the English as a foreign language (EFL) curriculum through teacher and learner engagement. The project also sought to help teachers develop professionally and exercise they agency as curriculum makers and developers through the support of teacher research. The study involved the participation of 920 learners in the design and implementation of EFL lessons which responded to their beliefs, expectations, and experiences. Data were collected through a survey, group and individual interviews, reflective journals, and whole class discussions. Drawing on thematic analysis and descriptive statistics, findings also show that learners moved from demotivation to motivation as they noted that they could contribute to curriculum enactment and transformation through active participation in teachers' pedagogical decisions. Findings also reveal that the enactment of a context-responsive and bottom-up curriculum led to motivational synergy, and teachers' agency enhancement through collaborative lesson planning, materials development, and research engagement for professional development. However, teachers experienced lack of confidence regarding teacher-made materials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01