Language Learning and Activation in and beyond the Classroom

Autor/inn/en	Choi, Julie; Nunan, David
Titel	Language Learning and Activation in and beyond the Classroom
Quelle	In: Australian Journal of Applied Linguistics, 1 (2018) 2, S.49-63 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2209-0959
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Language Usage; Informal Education; Classroom Environment; Language Skills; Blended Learning; Teaching Methods; Student Projects; Active Learning; Case Studies; Teacher Role; Student Role; College Students; Video Technology; English for Science and Technology; Foreign Countries; Graduate Students; Study Abroad; Teacher Education Programs; Music; Intensive Language Courses; Catholics; Church Related Colleges; Hong Kong; Australia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Informelle Bildung; Nichtformale Bildung; Klassenklima; Unterrichtsklima; Language skill; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Aktives Lernen; Case study; Fallstudie; Case Study; Lehrerrolle; Collegestudent; Technisches Englisch; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studies abroad; Auslandsstudium; Musik; Intensivkurs; Sprachkurs; Katholik; Kirchliche Hochschule; Hongkong; Australien
Abstract	In contemporary educational contexts, technology, globalization, and mobility have brought about a blurring of the boundary between language learning and activation in and beyond the classroom. (We prefer the term "activation" to "use" as it has a more dynamic connotation.) This contrasts with the pre-globalized, pre-Internet world when, in many EFL (and even ESL) settings, opportunities for language use outside the classroom were either limited or non-existent. These days, regardless of the physical context in which learners are living, there are many opportunities for language activation outside the classroom (see Benson & Reinders, 2011; Nunan & Richards, 2015, for over 40 case studies of such opportunities). Additionally, there is a problematic distinction between classrooms, as places where language is learned, and the world beyond the classroom, as spaces where classroom-acquired language and skills are activated. Inside the classroom, experiences can be created in which learning and activation can co-occur (Swain, 2000). Beyond the classroom, learners are not only activating their language in authentic contexts, they are also developing their communicative repertoires and acquiring language skills that are not readily acquired in the classroom (Choi, 2017). This paper thus rests on the following premises: learning and activation can co-occur inside and outside the classroom; and, language learning/activation outside the classroom offers challenges and opportunities that are not available inside the classroom. In the body of the paper, we will expand on, exemplify, and attempt to justify these premises. We will also argue that a blended, project-based approach, incorporating both in class and out of class learning/activation opportunities provides optimal environments for language development. In the body of the paper, we showcase the rich learning affordances in blended project designs drawing on four case studies from a range of contexts. Finally, we discuss the need to rethink the roles of teachers, learners and pedagogy within the blended model. (As Provided).
Anmerkungen	Castledown Publishers. 16 Church Street, Cremome, Melbourne, Victoria, 3121, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown-publishers.com.au; Web site: https://castledown-publishers.com.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01