CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Staging transformative learning across collegiate language curricula: Student perceptions of structured reflection for language learning
Tác giả
Crane C.; Sosulski M.J.
Năm xuất bản
2020
Source title
Foreign Language Annals
Số trích dẫn
3
DOI
10.1111/flan.12437
Liên kết
Tóm tắt
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. © 2020 American Council on the Teaching of Foreign Languages
Từ khóa
critical and higher-level thinking; curriculum development; intercultural awareness and competence; post-secondary; value of language learning
Tài liệu tham khảo
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Nơi xuất bản
Wiley-Blackwell
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus