Dialogic Co-Creation in English Language Teaching and Learning: A Personal Experience

Autor/in	Finch, Henry
Titel	Dialogic Co-Creation in English Language Teaching and Learning: A Personal Experience
Quelle	In: Language Learning in Higher Education, 13 (2023) 1, S.341-348 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Finch, Henry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2023-2010
Schlagwörter	Dialogs (Language); English (Second Language); Second Language Learning; Second Language Instruction; College Faculty; Foreign Countries; Universities; Professional Autonomy; College Students; Personal Autonomy; Student Centered Learning; Teacher Student Relationship; Language Teachers; Content and Language Integrated Learning; Teaching Methods; Learning Processes; English for Special Purposes; Models; Governing Boards; German; Native Language; School Personnel; Educational Technology; Case Studies; Engineering Education; Germany + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Fakultät; Ausland; University; Universität; Berufsfreiheit; Collegestudent; Individuelle Autonomie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Language teacher; Sprachunterricht; CLIL; Lernkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Analogiemodell; Governing body; Governing bodies; Leitungsgremium; Deutscher; Schulpersonal; Unterrichtsmedien; Case study; Fallstudie; Case Study; Ingenieurausbildung; Deutschland
Abstract	This report will discuss the development and implementation of a dialogic co-creation model for English language teaching in the Language Resource Centre at the Technical University of Darmstadt, Germany. The focus of this report will be on the impact of content co-creation and its impact on learner and teacher autonomy in English language learning and teaching. This collaborative, dialogic model draws primarily on principles of dialogism and exploratory talk (ET) and exemplifies a novel, learner-centered method for curriculum development and teaching in Higher Education. This learner-centered perspective advances an in-depth understanding of the relationship between language learner and teacher, content and language integrated learning (CLIL), language for specific purposes (LSP), their respective content boundaries, the role of content expert and the inhibition threshold. Three examples of teaching English to university professors and professional staff using this model will be discussed. The author proposes that such a model could be adapted and scaled into larger student groups, too. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01