Exploring a Model of Autonomy to Live, Learn and Teach By

10.47908/9/2 ◽  
2013 ◽  
pp. 30-52
Author(s):  
Carol Everhard
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Lifelong Learning ◽  
Teaching Practices ◽  
Research Project ◽  
Learning And Teaching ◽  
Base Language

While there have been many attempts to define and redefine autonomy in language learning in order to outline and pinpoint its inherent qualities, it has been a rather different matter when it comes to providing some kind of model of or model for autonomy on which to base language learning and teaching practices. It is unfortunate that the few attempts to provide such a model have been somewhat neglected, since a model could perhaps enable us to transform theory into practice and serve as a framework or guide which could inform our learning, teaching, and even living. In this paper, I will examine the EFL models for autonomy which were investigated for deployment on the Assessment for Autonomy Research Project (AARP), initiated in 2005 and completed in 2010, and consider their advantages and drawbacks. I will then explore the possibility of whether a model, created by Stolk, Martello and Geddes (2007) for the Lifelong Learning of Engineers and adapted by the author to the context of the AARP in a Greek Higher Education (HE) EFL setting, could be appropriated and used by others in different educational, cultural, geographical and socio-political contexts.

Assessment : Basic Concepts, Thoughtful Decisions

2017 ◽  
Vol 1 (1) ◽  
pp. 9-21
Author(s):  
Milton Raul Licona Luna ◽  
Elizabeth Alvarado Martínez
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Assessment For Learning ◽  
Continuous Assessment ◽  
Research Project ◽  
Basic Concepts ◽  
Education In Mexico

Institutions from basic to higher education in Mexico that offer courses of English as a Foreign Language rely heavily on the administering of assessment, usually a formal type of assessment. However, the literature shows how important it is the involvement of other types of assessment in the classroom for effective language learning to take place. For instance, assessment for learning, which consist of a continuous assessment where learners receive feedback so greater learning occurs, what is more, it enables teachers to modify their teaching ways as they reflect on the learners’ progress. To show how assessment is carried out in our context, this research project focuses on a case study within the CAADI from FOD in the UANL.

Teaching and learning French – A tale of desire in the humanities

2016 ◽  
Vol 16 (2) ◽  
pp. 127-140
Author(s):  
Catriona Cunningham
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Personal Perspective ◽  
Learning And Teaching ◽  
Arts And Humanities ◽  
The Arts ◽  
Close Textual Analysis ◽  
The Uk ◽  
French Language Learning

This article considers the way we talk about learning and teaching the humanities in higher education in the UK. By using the tools of the arts and humanities within the scholarship of learning and teaching, and examining a personal perspective, the author explores the transformational impact of French language learning and teaching. Close textual analysis of literary language learning memoirs highlight the sensual and physical effects of language learning that can remain muted in our everyday conversations. As a result, the author suggests that rather than lament the death of the humanities in 21st century higher education, learning and teaching a language offers a pedagogy of desire that embodies the transformation aspect of our disciplines, as we deal with the business of being human.

Co creating by degrees – exploring experiences of co design

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Sue Becker ◽  
Daniel Hopps ◽  
Gill Owens ◽  
Jana Runze ◽  
Sarah Morris ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Teaching Practices ◽  
Learning Experience ◽  
Learning And Teaching

This is a video article. To play the video, please click on the link at the bottom of this page.Co-creation of learning and student engagement in shaping their curricula are becoming more widespread as pedagogic practice in Higher Education. The literature surrounding co-creating the learning experience has focussed primarily on the benefits for staff and students involved in terms of increased student engagement (Cook-Slather et al, 2014). The barriers to co-creation, which include perceived threats to ‘academic as expert’ and role-blurring, in part derive from a lack of transparency about the strategies for embedding co-creation of learning in established learning and teaching practices (Allin, 2014).  The procedure and mechanics of co-creating curricula appear obfuscated by theoretical and academic discussions about the intersection of partnership, co-creation and student engagement. The current project seeks to throw light on and explore two different approaches to co-creating the curricula on level 6 option modules run by Psychology and Business programmes.

Four L2 Learning Objectives to Guide Podcast Design

2011 ◽  
pp. 21-36
Author(s):  
Claudia Fernández
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching Practices ◽  
Learning Objectives ◽  
Instructional Materials ◽  
L2 Acquisition ◽  
Learning And Teaching ◽  
Comprehension Skills ◽  
L2 Learning ◽  
Target Culture

This chapter addresses the production of podcasts as second language (L2) instructional materials developed by language instructors. The author discusses the importance of having clear language learning objectives when creating podcasts. The clarity of the objectives will depend on the particular nature of these materials and will influence podcast design and outcomes. In an effort to contribute to the understanding of podcast design that effectively promotes L2 acquisition and development, the author proposes that podcasts - when used by students as listening tools - can help the L2 learner accomplish four main learning objectives: (1) language acquisition, (2) development of listening comprehension skills, (3) learning of explicit information about the L2 and (4) awareness of the target culture. As with any L2 learning materials (Mobile Assisted or not), podcast development should be based on what is known about L2 acquisition and best teaching practices (Rosell-Aguilar, 2007; 2009). Therefore, the author addresses some of the aspects of language learning and teaching that should be considered in order to create well-informed podcasts that aim at the four proposed learning objectives.

scholarly journals ldentifying the barriers to Libraries as agents of Lifelong Learning: a research project.

2013 ◽  
Vol 24 (77) ◽  
pp. 16-22
Author(s):  
Barbara Hull
Keyword(s):  
Higher Education ◽  
Information Retrieval ◽  
Lifelong Learning ◽  
Ethnic Groups ◽  
Further Education ◽  
Blue Collar ◽  
Research Project ◽  
Library Resource ◽  
Electronic Access ◽  
White Ethnic

Students in Further Education and in Higher Education were surveyed on the extent and frequency of their use of institutional library resource centres and public libraries and on their attitudes to them. Among some significant differences identified were: Females report greater barriers to accessing information than males; those from "blue collar" backgrounds rely more heavily than others on institutional provision materials; those aged under 21 demand increased electronic access and those over 21 more provision of paper-based materials; non-white ethnic groups report more misgivings. There is a mismatch between students' perception of their own information retrieval skills and their reported difficulties. Support from staff is seen as high in quality but insufficient in availability.

A case study of how beliefs toward language learning and language teaching influence the teaching practices of a Japanese teacher of English in Japanese higher education

2011 ◽  
Vol 35 (6) ◽  
pp. 29
Author(s):  
Diane Nagatomo
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching Practices ◽  
Quantitative Research ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Japanese Higher Education ◽  
Teacher's Beliefs

Japanese teachers of English in Japanese higher education are an under-researched, yet a highly influential group of teachers. A yearlong case study with one teacher, a literature specialist who is relatively new at teaching English, was conducted. Through multiple interviews and classroom observations, it was found that the teacher’s beliefs toward language learning and language teaching are deeply rooted in how she successfully learned English and are shaped by her love for literature. The paper concludes with a call for more qualitative and quantitative research investigating the teaching practices and the English pedagogical beliefs of Japanese university English teachers in order to deepen our understanding of English language education in Japan. 日本の高等教育機関における日本人の英語教師の役割は大きいにもかかわらず、これまで十分に研究の対象になって来なかった。文学が専門の比較的経験の浅い1人の教師を対象として1年間、ケーススタディを行った。数回のインタビューおよび教室での観察を通じて、その教師の言語学習・言語教授についての本人の信条が、自分の英語学習における成功体験および文学への愛情に少なからず影響されていることが判明した。本論では、日本における英語教育の理解を深めるためには、大学教師がどのような教育を行っているか、どのような教育上の信念を持っているのかを、質的にも量的にもさらに研究する必要性があると結論づけている。

Best Practices for Teaching ESL in Higher Education

2020 ◽  
pp. 52-64
Author(s):  
Bryan Christiansen
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Literature Review ◽  
Teaching Practices ◽  
English Language ◽  
Teaching Performance ◽  
Learning And Teaching ◽  
British Council ◽  
English Speaking ◽  
Enhance Student Learning

This chapter examines three realities in the typical higher education English as a second language (ESL) classroom in non-English speaking countries and how they can be resolved to enhance student learning and teaching performance by native- and non-native English-speaking instructors alike. The British Council in 2018 estimated approximately 1.7 billion people were learning and using the English language worldwide in 2015, and the number is only expected to grow in the coming years. Therefore, the importance of this chapter in examining best ESL teaching practices should be obvious. The chapter is based on the author's extensive ESL background in seven nations since 1982 at higher education institutions as well as an integrated literature review related to the practice of teaching ESL.

SLA Classroom Research and EFL Teaching Practices of Oral Skills

2016 ◽  
Vol 6 (11) ◽  
pp. 2061
Author(s):  
Sami Al-wossabi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Teaching Practices ◽  
Esl Teachers ◽  
Authentic Materials ◽  
Learning And Teaching ◽  
Second Language Development ◽  
Oral Development ◽  
Oral Skills

Second language acquisition studies have been significantly impacting the field of language learning and teaching and constantly informing EFL/ESL teachers with the best practices and implications for their language classes. The present study, therefore, examines issues on teaching practices of oral skills that are addressed in SLA studies and their relevance and applicability to the Saudi EFL situation in higher education. It highlights issues such as, the importance and limitations of the negotiation of meaning in group-work and pairs, the effect of training of interaction strategies on learners’ oral development, the importance of predicting intonational prominence, providing appropriate, feedback and the use of authentic materials. The present paper will further provide some recommendations on how EFL teachers may initiate interactive speaking activities in the EFL classroom and how that would aid leaners' second language development.

scholarly journals Academetron, automaton, phantom: uncanny digital pedagogies

2010 ◽  
Author(s):  
Siǎn Bayne
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Cultural Studies ◽  
Educational Philosophy ◽  
Teaching Practices ◽  
Learning And Teaching ◽  
The Uncanny ◽  
Academic Practices ◽  
Digital Pedagogy ◽  
Digital Pedagogies

This paper explores the possibility of an uncanny digital pedagogy. Drawing on theories of the uncanny from psychoanalysis, cultural studies and educational philosophy, it considers how being online defamiliarises teaching, asking us to question and consider anew established academic practices and conventions. It touches on recent thinking on higher education as troublesome, anxiety-inducing and 'strange', viewing online learning and teaching practices through the lens of an uncanny which is productively disruptive in its challenging of the 'certainties' of place, body, time and text. Uncanny pedagogies are seen as a generative way of working with the new ontologies of the digital.

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