Connecting the Language Classroom and "The Wild": Re-Enactments of Language Use Experiences

Autor/inn/en	Lilja, Niina; Piirainen-Marsh, Arja
Titel	Connecting the Language Classroom and "The Wild": Re-Enactments of Language Use Experiences
Quelle	In: Applied Linguistics, 40 (2019) 4, S.594-623 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
Schlagwörter	Second Language Learning; Second Language Instruction; Discourse Analysis; Teaching Methods; Experiential Learning; Novices; Story Telling; Learning Processes; Interaction Process Analysis + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Learning process; Lernprozess; Prozessanalyse
Abstract	Using multimodal conversation analysis, this article analyses language learning as an "in situ" process during a teacher-assigned, experientially based pedagogical activity. The activity involved a three-part pedagogical structure, where learners first prepared for and then participated in real-life service encounters, and later reflected on their experiences back in the classroom. The analysis details how the co-constructed telling sequences through which novice second language users re-enact their experiences create an occasion for language-focused activity. We argue that the actions through which the participants display and sustain an orientation to an interactional practice as an object of learning make visible a learning project. The findings illuminate the practices through which language-focused activity is initiated, sustained, and managed to enable "in situ" learning. They also show how re-enactments function in storytelling and display a novice learner's interactional competence. Finally, the findings illustrate how experiences gained in everyday social activities can be 'harvested and reflected upon' (Wagner 2015: 77) in the classroom and contribute to recent initiatives to develop teaching practices that support learning in-the-wild. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01