Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity

Burt, Susan Meredith; Lier, Leo van

doi:10.2307/415912

Cited by 27 publications

(20 citation statements)

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“…The use of authentic materials is a sine qua non condition to develop students´ autonomy and awareness. In fact, van Lier (1996) proposes three fundamental principles to form the basis of the language curriculum; awareness, authonomy and authenticity, principles that only make sense as a unity. By resorting to literature the foreign language teachers can take for granted that they meet the authenticity principle.…”

Section: Why Literature Has a Place In The Foreign Language Classroommentioning

confidence: 99%

Literary awareness in the foreign language classroom

Lasagabaster

1999

Cultura y Educación

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he language awareness (LA) movement had its origin in an attempt to deal with the frustrating achievements obtained in two areas of British education: school leavers´ illiteracy and foreign language learning (James & Garrett, 1991). This introduction focuses on the latter. In the late 1970s there was great concern in Great Britain due to the fact that two in three pupils abandoned the learning of a foreign language at the earliest available opportunity.

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Section: Why Literature Has a Place In The Foreign Language Classroommentioning

confidence: 99%

Literary awareness in the foreign language classroom

Lasagabaster

1999

Cultura y Educación

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“…Before we can fully understand how SLA notions can be applied to describe LwSENs, let's return to TBLT's major purpose-that is, to reemphasizing how tasks must be structured to provide learners with opportunities to engage in meaningful use of the language, | (5 of 20) CHAN through action, perception, and emotion (Fogel, 1993). In works of van Lier (1996van Lier ( , 2004, Lemke (1997), and Gee (2012 the semiotic potential of everyday life activities is explained in great detail:…”

Section: Phenomenology As the Methodological Lensmentioning

confidence: 99%

Ideating task‐based designs for special education learners

Chan

2023

TESOL Journal

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The task‐based language teaching (TBLT) approach has long drawn data from general learners and developed theories on the basis of those data. In this article, the author explores how to adapt TBLT materials for learners with special educational needs (LwSENs) who have difficulty learning, thinking, and communicating. TBLT conceptualizes proficiency‐oriented targets differently than SEN, which emphasizes remedial teaching methods. Using visual images and textual definitions, this study probes special educators' ideal learning tasks, a method derived from phenomenology, which studies things in the world by studying people's perceptions of them. Visuals and texts as eidetic tools enabled the researcher to collect data of perception from nine core participants, which showed their excitement and trepidation regarding using tasks to teach. Results showed that special educators preferred project‐like tasks with game plans and goal‐oriented outcomes and were pessimistic about the possibility of developing a fully proficiency‐targeted approach for teaching LwSENs. Their preference for simple materials may contradict the expectation that the TBLT approach will produce high‐quality outputs among LwSENs. As a means of closing these knowledge gaps, this article responds to the special educators’ task design ideas and proposes solutions for developing appropriate materials.

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“…Thus, in this study, we narrow down our focus to look at well-being in the classroom ecology. More specifically, we treat the classrooms as a socially organized "microsystem" (Bronfenbrenner, 1993) where there are complex networks of relations that constitute the shared experience of in-class learning and teaching (van Lier, 1996). Thus, in using the term "classroom ecology" in this article, we refer to the complexity, richness, and interrelatedness of the entire elements that make up an actual classroom.…”

Section: Conceptualizing Well-beingmentioning

confidence: 99%

Dynamic Changes in Pre‐Service Language Teacher Well‐Being in the Classroom Ecology: A Micro Approach

Sak

Gürbüz

2023

TESOL Quarterly

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Although language teacher well‐being has been the focus of growing attention in recent years, there is little known of its dynamic and contextually dependent nature. Integrating the complex dynamic view of well‐being with an ecological orientation, this classroom‐based study examined the micro‐scale changes in pre‐service language teacher well‐being and the reasons for such changes using data from three pre‐service English‐as‐a‐foreign‐language (EFL) teachers in Türkiye. The individual trajectories of well‐being were tracked in a particular class over 4 weeks through self‐ratings of well‐being at 10‐minute intervals during the lectures, journal entries, interviews, and stimulated recall sessions on individual microteachings. The findings suggest that the experience of pre‐service language teacher well‐being in the classroom ecology remains subject to inter and intraindividual variability over time, displaying nonlinear trajectories not only within sequences of single lessons but also from one lesson to another in response to a host of personal and contextual factors. These findings imply that pre‐service language teacher well‐being is not static, but instead is enhanced and reduced at particular moments in the classroom as a result of the interplay of a myriad of variables. We end with a call for more research into micro‐scale changes in teacher well‐being within applied linguistics and beyond.

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Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity

Cited by 27 publications

References 0 publications

Literary awareness in the foreign language classroom

Literary awareness in the foreign language classroom

Ideating task‐based designs for special education learners

Dynamic Changes in Pre‐Service Language Teacher Well‐Being in the Classroom Ecology: A Micro Approach

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