Adult Learning in the Language Classroom

Johnson, Stacey Margarita

doi:10.21832/9781783094172

Cited by 16 publications

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“…More recent work linking transformative learning to FL study has pointed to the language classroom as a rich site for students to question how and why cultures differ. Learning outcomes identified in research on transformative learning in FL learning contexts have included: deepening students’ understanding of culture, both of the target language and of their own (Goulah, 2007; Ivers, 2007; Johnson, 2015; King, 2000; Sosulski, 2013), shifts in how learners view and position themselves to the target language and its cultures (Crane, 2018; Johnson & Mullins Nelson, 2010; Johnson, 2015), and changes in how they see themselves as language learners (Johnson, 2015; King, 2000). In the following, we trace recent L2 learner studies that adopt an explicit transformative learning approach to describe what perspective transformation and their attendant pedagogies may look like in FL instruction.…”

Section: Transformative Learning and Structured Reflectionmentioning

confidence: 99%

“…A common question that arises in the decision to use critical reflection in FL instruction has to do with the medium of language. Although more research is needed to understand the trade‐offs in using the L1 vs. the target language, current thoughts regarding this issue support the use of the L1 in student reflection, especially for beginning learners (Johnson & Mullins Nelson, 2010; Johnson, 2015). In Johnson's (2015) study, English (the students’ L1) was found to play an especially facilitative role for the learners in their ability to process course content with enthusiasm while making rich connections between the L1 and L2.…”

Section: Transformative Learning and Structured Reflectionmentioning

confidence: 99%

“…Although more research is needed to understand the trade‐offs in using the L1 vs. the target language, current thoughts regarding this issue support the use of the L1 in student reflection, especially for beginning learners (Johnson & Mullins Nelson, 2010; Johnson, 2015). In Johnson's (2015) study, English (the students’ L1) was found to play an especially facilitative role for the learners in their ability to process course content with enthusiasm while making rich connections between the L1 and L2. However, even research on community‐based language courses where students tend to possess more advanced levels of proficiency points to a conflicted situation: though students often report language gains as a result of reflecting in the target language, the majority find it challenging and sometimes frustrating to adequately convey their thoughts in that language (Bettencourt, 2015; Clifford & Reisinger, 2019).…”

Section: Transformative Learning and Structured Reflectionmentioning

confidence: 99%

“…Taking a curricular approach to perspective transformation, this contribution seeks to build on recent efforts to bridge transformative learning and world language education (e.g., Clifford & Reisinger, 2019; Crane, Fingerhuth, & Huenlich, 2018; Johnson, 2015; Johnson & Mullins Nelson, 2010; Randolph & Johnson, 2017; Sosulski, 2013) by studying how perspective‐shifting can be fostered among collegiate second language (L2) learners through regular reflection on language and intercultural learning at different instructional levels. After describing transformative learning and recent applications of the theory to language learning contexts, we consider how critical reflection—considered a cornerstone for individuals’ ability to question and transform their meaning perspectives—can be used to stage perspective‐shifting moments for students.…”

Section: Introductionmentioning

confidence: 99%

“…Building on recent efforts to bridge transformative learning and world language education (Clifford & Reisinger, 2019;Johnson, 2015;Randolph & Johnson, 2017), this article explores how perspective-shifting can be fostered among L2 learners through critical reflection tasks staged across collegiate language curricula. A range of reflection tasks designed to decenter the self from existing assumptions, beliefs, and values as learners try on and respond to cultural perspectives different from their own is presented, focusing on the developmental needs of learners at different instructional levels.…”

Section: Introductionmentioning

confidence: 99%

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Staging transformative learning across collegiate language curricula: Student perceptions of structured reflection for language learning

Crane

Sosulski

2020

Foreign Language Annals

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Building on recent efforts to bridge transformative learning and world language education (Clifford & Reisinger, 2019; Johnson, 2015; Randolph & Johnson, 2017), this article explores how perspective‐shifting can be fostered among L2 learners through critical reflection tasks staged across collegiate language curricula. A range of reflection tasks designed to decenter the self from existing assumptions, beliefs, and values as learners try on and respond to cultural perspectives different from their own is presented, focusing on the developmental needs of learners at different instructional levels. The study investigates how beginning to advanced collegiate L2 learners perceive working with structured reflection (SR) tasks across two German programs in the United States (an R1 state university and a private liberal arts college). Analysis of student surveys (n = 237) shows that L2 learners largely valued doing reflective work and that some learners found SR helped them to think about and evaluate their learning and facilitate perspective‐shifting.

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Section: Transformative Learning and Structured Reflectionmentioning

confidence: 99%

Section: Transformative Learning and Structured Reflectionmentioning

confidence: 99%

Section: Transformative Learning and Structured Reflectionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Staging transformative learning across collegiate language curricula: Student perceptions of structured reflection for language learning

Crane

Sosulski

2020

Foreign Language Annals

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Adult Language and Communication Learning for Sustainable Human Development

Gendron

Kononova

Бухарова

2022

Lifelong Learning Book Series

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Transformative Language Learning and Teaching

2021

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Many world language methodologists agree with Kumaravadivelu (2003) that the field has entered a post-method era. 1 The methods still visible in the rearview mirror are the communicative approaches, which are very much alive in many schools and universities. Lying ahead is the marginally mapped territory of transformative language learning and teaching (TLLT), a manifestation of larger changes already under way in the dominant transactive education philosophy of world language learning: in the twenty-first century, our society is viewing the importance of language and cultural competence for all citizens in a different way than in the twentieth century (American Academy of Arts & Sciences, 2017). 2 Kuhn (1962) 3 describes a paradigm shift as a fundamental change in the concepts and accepted practices of a scientific discipline, signaling not evolution, but a revolution, in the field. In the past century, the proposition that the development of communicative competence underlay language acquisition sparked the development of successive and often overlapping waves of language teaching methods and schools, from direct method and the natural approach, to more recent communicative approaches such as task-based language teaching and content-based instruction (Bateman & Lago, n.d.), all focused essentially on the same goal: proficiency across skills within the framework of the World-readiness standards for learning languages (The National Standards 1 This article reflects the current situation of terms in free variation: language learning, world language learning, the older foreign language education (FLED), and languages other than English (LOTE). 2 Some second language (L2) teachers started to implement aspects of TLLT in their classrooms at least two decades before the paradigm acquired a label. In many cases, their more holistic/ non-Cartesian, learner-oriented, and socially mediated approaches were not understood, not accepted, and/or resisted by peers and administrators who insisted on textbook-based learning, most often laboring under the influence of dualistic thinking (Descartes, 1668/2013) Slowly, though, their practices are being seen as necessary for transformative learning. 3 While Kuhn is generally the philosopher credited with the term "paradigm shift," the concept dates from Kant (1781), who proposed the concept of revolutions in ways of thinking (Revolution der Denkungsart) in Critique of pure reason.

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Adult Learning in the Language Classroom

Cited by 16 publications

References 0 publications

Staging transformative learning across collegiate language curricula: Student perceptions of structured reflection for language learning

Staging transformative learning across collegiate language curricula: Student perceptions of structured reflection for language learning

Adult Language and Communication Learning for Sustainable Human Development

Transformative Language Learning and Teaching

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