Appropriating a new language learning approach

Abstract

The study focused on university students of English and their teachers appropriating an ecological perspective into language learning and teaching during a university course. The course involved designing and putting into practice an online language project for school children in Finland and Spain. The task was expected to pose challenges as the university students had no experience of the pedagogic approach applied. Two video-recorded wrap-up discussions and the students' final reports were selected from the data resource for closer analysis. The qualitative analysis showed how the new/ecological approach was resemiotised through multimodal (inter)actions between the participants. Experiences of complexity were collaboratively negotiated through the metaphor of 'chaos', first as problematic, then normalised and even a desired part of language teaching. The study bears implications for language teacher education shedding light on changing understandings for pedagogical thinking.

Towards a shared vision of language, language learning, and a school project in emergence

“…Pedagogical transformation emerges from a complex interplay of institutional, professional, and informal discourses that may function as hindrances but also as bridges for new practices (Ensor, Kleban and Rodrigues 2017). Thus, the appropriation of new understandings and practices through an interplay of theoretical consideration and hands-on work is a complex process that evolves multimodally (Koivistoinen, Kuure and Tapio 2016).…”

Nexus Analysis as an Approach to Navigate Change

“…ELPAs who provide the time and support for teacher professional development find NA can support change and explore the intersection of the individual, beliefs, and practice (Hult, 2018;Koivistoinen et al, 2016;Kuure et al, 2018;Räisänen & Korkeamäki, 2015). Many ELPAs find themselves intrinsically involved with introducing or implementing a new curriculum without much guidance on how to support the individual needs of the faculty.…”

Nexus analysis in the study of the changing field of language learning, language pedagogy and language teacher education

“…Visits to the pupils' homes shed light on the resources of the home environment for language learning and also on the roles of the parents as important language educators drawing on their own historical bodies as language learners. The final study (Koivistoinen et al 2016) examined the topic from the perspective of language teacher education (see the section below).…”

“…This involves exploring current beliefs and understandings as well as visions of future language pedagogy. Koivistoinen et al (2016) examine university students of English and their teachers appropriating an ecological perspective into language learning and teaching during a university course. They apply Scollon's (2008) idea of discourse itineraries based on the concept of resemiotisation (Iedema 2001(Iedema , 2003.…”