The Immanent Presence of the Home Language in the Foreign Language Classroom Under the Transformative-Holistic Pedagogical Paradigm

2021 ◽  
pp. 21-40
Author(s):  
Rosana Herrero-Martín
Keyword(s):  
Foreign Language ◽  
Cross Cultural ◽  
Home Language ◽  
Frames Of Reference ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Critical Perspectives ◽  
Pedagogical Principles

The purpose of this chapter is to advocate for the integrated use of the home language/culture in the foreign language/culture classroom. This recommendation is made with the support and application of transformative-holistic pedagogical principles. The chapter uses reflection and experiential methods to engage with the selected area and paradigm of inquiry from several multidisciplinary analytical and critical perspectives. These frames of reference include the cognitive, cross-cultural, affective, neuroscientific, metalinguistic, and literacy approaches.

Self-Discovery Through the Experiential Co-Construction of Life Stories in the Foreign Language Classroom

2018 ◽  
Vol 41 (4) ◽  
pp. 341-355
Author(s):  
Mary Masterson
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cultural Awareness ◽  
Life Stories ◽  
Cross Cultural ◽  
Early Stages ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Self Discovery

Background: Although culture is deeply embedded in language, cultural proficiency is not always gained during language learning. Experiential pedagogies that emphasize reflection may be appropriate for such learning. Purpose: This research explored pupils’ self-awareness as they engaged in the co-construction of personal life stories in one experiential pedagogy, the Autobiography, Biography, and Cross-cultural analyses (ABCs) model. Methodology/Approach: The ABCs methodology was implemented across two secondary-level foreign language classrooms, one of Irish students learning German, and the other of German students learning English utilizing a case study approach. Student writing products generated during early stages of the implementation were analyzed for themes related to self-discovery and cultural awareness, to explore how students negotiated self-image as they experienced cultural exchanges with the cross-cultural partner. Findings/Conclusions: Thematic analysis revealed that in the early stages students’ understanding of the role of culture in their own identities was absent. Implications: Teaching culture alongside language is challenging, especially in an online format. The current study demonstrates that language students do not necessarily show awareness of the self and the role of culture at the outset of the intervention. It also shows how the ABCs model can foster experiential learning in a foreign language classroom setting toward greater cultural awareness through self-discovery.

The new trend of wearable technology in college foreign language classroom and its impact on college English teaching

2021 ◽  
pp. 002072092110032
Author(s):  
Jing Wang ◽  
Baihan Gao
Keyword(s):  
Foreign Language ◽  
Wearable Technology ◽  
Wearable Devices ◽  
Internet Technology ◽  
Traditional Teaching ◽  
College English ◽  
English Teaching ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Practical Teaching

With the progress of new sensor technology and Internet technology, wearable devices have gradually become the new favorite of the science and technology industry. They have been applied to various fields because of their wearability, mobility, user-centered, interactive, integrated and augmented reality characteristics. Given the shortcomings of traditional foreign language education at university, wearable technology is introduced into foreign language classroom as an auxiliary form of traditional teaching. This article chooses two courses (171 and 172 courses) to test whether wearable devices have an impact on college English teaching. The English level of these two classes is similar. With the assistance of wearable technology, level 171 is selected as the experimental course; 172 is a regular course, using only traditional teaching methods, and the experiment lasted for a semester. Practical teaching is also carried out in the class. Practical teaching results show that wearable technology assisted English teaching can not only improve students’ ability to master knowledge, but also greatly enhance students' interest in learning English.

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