Authentic Cultural and Linguistic Learning through Practicum in a Nursing Home

Autor/in	Andrew, Martin
Titel	Authentic Cultural and Linguistic Learning through Practicum in a Nursing Home
Quelle	In: TESL-EJ, 16 (2012) 1, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Constructivism (Learning); Socialization; Females; Second Language Learning; Focus Groups; Caregivers; Experiential Learning; Discourse Analysis; Nursing Homes; Health Facilities; Cultural Awareness; English (Second Language); Immigrants; Foreign Students; Asians; Foreign Countries; Service Learning; Student Attitudes; Diaries; Interviews; Volunteers; Communication Skills; Second Language Instruction; New Zealand + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Weibliches Geschlecht; Zweitsprachenerwerb; Caregiver; Carer; Betreuungsperson; Pfleger; Experiental learning; Erfahrungsorientiertes Lernen; Diskursanalyse; Sonderheim; Gesundheitszentrum; Cultural identity; Kulturelle Identität; English as second language; English; Second Language; Englisch als Zweitsprache; Immigrant; Immigrantin; Immigranten; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Service-Learning; Schülerverhalten; Diary; Tagebuch; Interviewing; Interviewtechnik; Freiwilliger; Kommunikationsstil; Fremdsprachenunterricht; Neuseeland
Abstract	This study investigates the value of community experience for mediating linguistic practice and cultural learning. Learners of English as an Additional Language (EAL), both immigrants and international students, frequently report difficulties in practicing English outside the classroom (Wright, 2006). Grounded in poststructuralist social identity theory (Norton, 2000, 2009), social constructivism (Lave & Wenger, 1991; Wenger, 1998) and imbued by insights into language socialization (Duff, 2007; Duff & Hornberger, 2008), this project identifies what students gain linguistically, culturally, and ontologically from prolonged interaction within a nursing home (known as a "rest home" in New Zealand). Four Chinese women who had undertaken a 10-hour community placement as part of a B.A. program in Auckland were asked to live on-site as caregivers. This project uses students' reflective diaries and transcripts of a focus group interview to address key questions about how the context of the rest home and the experience of volunteering impact actuating communicative practice into social learning. I conclude that authentic practice allowed the four women to apply linguistic strategies taught in the classroom, observe aspects of culture firsthand, report on language used in the homes and for what purposes, and realise they could "make a difference." (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10