Linguistic Risk-Taking: A Bridge between the Classroom and the outside World

Autor/inn/en	Griffiths, Ed; Slavkov, Nikolay
Titel	Linguistic Risk-Taking: A Bridge between the Classroom and the outside World
Quelle	In: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 24 (2021) 2, S.127-158 (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1481-868X
Schlagwörter	Risk; French; English (Second Language); Bilingual Education; Second Language Learning; Second Language Instruction; Task Analysis; Teaching Methods; Teacher Attitudes; College Faculty; At Risk Students; Learning Processes; Foreign Countries; Universities; Undergraduate Students; Language of Instruction; Teacher Role; Anxiety; Student Attitudes; Instructional Materials; Language Usage; Personal Autonomy; Socialization; Classroom Communication; Language Teachers; Canada + Suchen Sie Ihr Suchwort? Risiko; Französisch; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingual teaching; Bilingualer Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Fakultät; Learning process; Lernprozess; Ausland; University; Universität; Teaching language; Unterrichtssprache; Lehrerrolle; Angst; Schülerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Sprachgebrauch; Individuelle Autonomie; Socialisation; Sozialisation; Klassengespräch; Language teacher; Sprachunterricht; Kanada
Abstract	This article describes an initiative launched at a Canadian bilingual university in order to encourage L2 French and L2 English learners to take 'linguistic risks': authentic, autonomous communicative acts where learners are pushed out of their linguistic comfort zone. The initiative was operationalized through the development of a Linguistic Risk-Taking Passport, which contains 74 linguistic risks that students can take in their L2 across the university campus and in their everyday life. An analysis of interviews with participating teachers (n=6) and learner self-report data from completed passports (n=410) examines how the initiative was integrated into the classroom and which passport items were perceived by students as particularly high-risk. A cyclical process of risk-taking within a broad Task-Based Language Teaching (TBLT) framework is described in which risks are viewed as learner-selected tasks with a dynamic affective slant; risks can be used to connect classroom learning with real-life L2 use and vice versa. The data illustrate that linguistic risk-taking can help TBLT practitioners generate ideas on how to narrow the gap between the classroom and the real-world. The article concludes with a list of practical implications and suggestions for adapting linguistic risk-taking to other institutional contexts. (As Provided).
Anmerkungen	Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01