Museum Education, Cultural Sustainability, and English Language Teaching in Spain

Autor/inn/en	Villacañas de Castro, Luis S.; Moreno-Serrano, Laura M.; Giner Real, Clàudia
Titel	Museum Education, Cultural Sustainability, and English Language Teaching in Spain
Quelle	In: Pedagogy, Culture and Society, 30 (2022) 2, S.201-223 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Villacañas de Castro, Luis S.) ORCID (Moreno-Serrano, Laura M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2020.1794947
Schlagwörter	Museums; Teaching Methods; Cultural Awareness; Literacy; Foreign Countries; Student Attitudes; Photography; Culturally Relevant Education; Action Research; Educational Change; Second Language Learning; Second Language Instruction; English (Second Language); Student Motivation; Learner Engagement; Self Concept; Native Language; Elementary School Students; Middle School Students; High School Students; Spanish; Spain (Valencia) + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Schülerverhalten; Fotografie; Projektforschung; Bildungsreform; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schulische Motivation; Selbstkonzept; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Spanisch
Abstract	The collaborative action research project presented analysed the potential of museum education to radically transform the way in which English was taught and learnt in three diverse elementary, middle, and high-school contexts in the province of València (Spain). Insights from museum education and New Literacy Studies were used to expand upon the pedagogical affordances of the material and multimodal dimensions of English language teaching, in order to generate more opportunities for student motivation and engagement by connecting with the learners' home and community cultures, identities, languages, and literacies. To assess the impact of the project, a variety of qualitative strategies were used (including classroom recordings, student interviews and questionnaires, and photographs). A model for culturally sustaining pedagogy was suggested, which school and museum educators may use to inform their practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01