Linguistic Risk-Taking in Second Language Learning: The Case of French at a Canadian Bilingual Institution

Autor/inn/en	Rhéaume, Martine; Slavkov, Nikolay; Séror, Jérémie
Titel	Linguistic Risk-Taking in Second Language Learning: The Case of French at a Canadian Bilingual Institution
Quelle	In: Foreign Language Annals, 54 (2021) 4, S.1214-1237 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12561
Schlagwörter	Risk; Second Language Learning; Second Language Instruction; French; Teaching Methods; Bilingual Education; Language Usage; English (Second Language); Official Languages; Independent Study; Goal Orientation; Metacognition; Teacher Attitudes; Participatory Research; Action Research; Higher Education + Suchen Sie Ihr Suchwort? Risiko; Zweitsprachenerwerb; Fremdsprachenunterricht; Französisch; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingual teaching; Bilingualer Unterricht; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Office language; Amtssprache; Selbststudium; Zielorientierung; Zielvorstellung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehrerverhalten; Forschungstätigkeit; Projektforschung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This article focuses on the construct of linguistic risk-taking and outlines a new pedagogical initiative implemented at a Canadian bilingual postsecondary institution. The Linguistic Risk-Taking Initiative aims at encouraging language learners to target specific challenges and seek opportunities to practice their second official language (French or English) in authentic contexts beyond the language learning classroom. Using the lens of participatory action research, the article reports on how a Linguistic Risk-Taking Passport is used to support language learners' autonomous language practice in combination with metacognitive awareness activities and goal setting. A teacher's reflections and surveys with 296 student participants over five semesters indicate that linguistic risk-taking offers promise both in terms of innovative and engaging pedagogical practices and in terms of language teaching research. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01