I Raise My Voice: Promoting Self-Authoring through a Curriculum-Based Project

Autor/in	Gabay, Lea
Titel	I Raise My Voice: Promoting Self-Authoring through a Curriculum-Based Project
Quelle	In: English Teaching Forum, 55 (2017) 4, S.14-21 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-663X
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Curriculum Development; Teaching Methods; Learning Processes; Critical Thinking; Thinking Skills; Skill Development; Computer Mediated Communication; Computer Software; Cultural Context; Teacher Attitudes; Language Teachers; Foreign Countries; Self Concept; Mentors; Poetry; Units of Study; Online Courses; Females; Video Technology; Afghanistan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Kritisches Denken; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Computerkonferenz; Lehrerverhalten; Language teacher; Sprachunterricht; Ausland; Selbstkonzept; Lyrik; Poesie; Lerneinheit; Online course; Online-Kurs; Weibliches Geschlecht
Abstract	Learners of English as a second or foreign language (ESL/EFL) bring an array of backgrounds, identities, and experiences to the classroom. Through exposure to other views, learners can reflect on their own place in their world and engage in "self-authoring"--a term coined by Hernandez-Zamora (2010) that refers to critical-thinking skills development and acquisition of language resources to take charge of one's life. In this article, the author describes a study on the use of a self-designed ESL online curriculum to cultivate self-authoring within the context of an EFL online class with a female student in Afghanistan. A computer-mediated communication (CMC) tool called VoiceThread was used for this project; however, due to Internet connectivity issues, it played a secondary role. While this study centered on a teaching context in Afghanistan, the themes and content explored are applicable to any classroom context and can be adapted to other language levels and classroom settings. In effect, the primary goal of this curriculum is to help learners gain an awareness of their place in the world and play a more active role in their learning process. The author draws from a body of literature that examines self-authoring and the role of a curriculum in developing it. She describes the teaching context in which she conducted the study, then gives an overview of the unit plan and a description of the lessons she used. She also provides teaching suggestions for use in other contexts. Finally, the author discusses implications based on the results of this study. (ERIC).
Anmerkungen	US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037. e-mail: etforum@state.gov; Web site: http://americanenglish.state.gov/english-teaching-forum-0
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01