Difference between revisions of "Lilja-etal2019"
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|BibType=INCOLLECTION | |BibType=INCOLLECTION | ||
|Author(s)=Niina Lilja; Arja Piirainen-Marsh; Brendon Clark; Nicholas B. Torretta | |Author(s)=Niina Lilja; Arja Piirainen-Marsh; Brendon Clark; Nicholas B. Torretta | ||
| − | |Title=The | + | |Title=The rally course: learners as co-designers of out-of-classroom language learning tasks |
| − | |Editor(s)=John | + | |Editor(s)=John Hellermann; Søren W. Eskildsen; Simona Pekarek Doehler; Arja Piirainen-Marsh |
|Tag(s)=EMCA; Interaction navigator; Journey map; Mapping activity; Photo journal; Rally course; L2 | |Tag(s)=EMCA; Interaction navigator; Journey map; Mapping activity; Photo journal; Rally course; L2 | ||
|Key=Lilja-etal2019 | |Key=Lilja-etal2019 | ||
|Year=2019 | |Year=2019 | ||
|Language=English | |Language=English | ||
| − | |Booktitle=Conversation Analytic Research on Learning-in-Action | + | |Booktitle=Conversation Analytic Research on Learning-in-Action: The Complex Ecology of Second Language Interaction ‘in the Wild’ |
| − | |Pages= | + | |Pages=219–248 |
|URL=https://link.springer.com/chapter/10.1007/978-3-030-22165-2_9 | |URL=https://link.springer.com/chapter/10.1007/978-3-030-22165-2_9 | ||
| − | |DOI= | + | |DOI=10.1007/978-3-030-22165-2_9 |
|Abstract=This chapter introduces a “Rally Course” as a novel CA-inspired approach to teaching a second language. This approach builds on an understanding of language learning as a social process that is closely intertwined with L2 speakers’ evolving membership in the surrounding community. It addresses the need to develop experiential pedagogies that widen learners’ opportunities for interaction and support the socialisation process. Building on recent pedagogical initiatives supporting language learning in the wild, we illustrate the overall structure of the Rally Course, describe the main materials that were designed to support the learning objectives and present a case analysis of a student carrying out a pedagogical activity supported by the materials. | |Abstract=This chapter introduces a “Rally Course” as a novel CA-inspired approach to teaching a second language. This approach builds on an understanding of language learning as a social process that is closely intertwined with L2 speakers’ evolving membership in the surrounding community. It addresses the need to develop experiential pedagogies that widen learners’ opportunities for interaction and support the socialisation process. Building on recent pedagogical initiatives supporting language learning in the wild, we illustrate the overall structure of the Rally Course, describe the main materials that were designed to support the learning objectives and present a case analysis of a student carrying out a pedagogical activity supported by the materials. | ||
}} | }} | ||
Latest revision as of 09:26, 17 January 2020
| Lilja-etal2019 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Lilja-etal2019 |
| Author(s) | Niina Lilja, Arja Piirainen-Marsh, Brendon Clark, Nicholas B. Torretta |
| Title | The rally course: learners as co-designers of out-of-classroom language learning tasks |
| Editor(s) | John Hellermann, Søren W. Eskildsen, Simona Pekarek Doehler, Arja Piirainen-Marsh |
| Tag(s) | EMCA, Interaction navigator, Journey map, Mapping activity, Photo journal, Rally course, L2 |
| Publisher | |
| Year | 2019 |
| Language | English |
| City | |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 219–248 |
| URL | Link |
| DOI | 10.1007/978-3-030-22165-2_9 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Conversation Analytic Research on Learning-in-Action: The Complex Ecology of Second Language Interaction ‘in the Wild’ |
| Chapter | |
Abstract
This chapter introduces a “Rally Course” as a novel CA-inspired approach to teaching a second language. This approach builds on an understanding of language learning as a social process that is closely intertwined with L2 speakers’ evolving membership in the surrounding community. It addresses the need to develop experiential pedagogies that widen learners’ opportunities for interaction and support the socialisation process. Building on recent pedagogical initiatives supporting language learning in the wild, we illustrate the overall structure of the Rally Course, describe the main materials that were designed to support the learning objectives and present a case analysis of a student carrying out a pedagogical activity supported by the materials.
Notes
