Extramural English in the Classroom: Intersecting Spaces for Interest-Driven English Learning

Autor/in	Han, Yu Jung
Titel	Extramural English in the Classroom: Intersecting Spaces for Interest-Driven English Learning
Quelle	(2022), (276 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Rochester
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-4691-1
Schlagwörter	Hochschulschrift; Dissertation; English (Second Language); Second Language Learning; Second Language Instruction; Learner Engagement; Class Activities; Instructional Design; Online Courses; Popular Culture; Course Content; Instructional Materials; Familiarity; Student Interests; Authors; Language Teachers; Language Usage; Intercultural Communication; Theories; Informal Education; Adult Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Online course; Online-Kurs; Popkultur; Kursprogramm; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Studieninteresse; Author; Autor; Autorin; Language teacher; Sprachunterricht; Sprachgebrauch; Interkulturelle Kommunikation; Theory; Theorie; Informelle Bildung; Nichtformale Bildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin
Abstract	The field of Teaching English to Speakers of Other Languages (TESOL) has observed how interest-driven extramural English (EE), an outside-of-classroom engagement with English (Sundqvist, 2009), can facilitate language development. Research supports the potential EE has when brought into formal English language teaching (ELT) settings; However, such research usually brings EE that may be promising into formal settings rather than pulling out EE that is directly connected to English language learners' (ELLs') individual and specific interest. This is a design-based research study exploring an online adult English language teaching (ELT) course the author designed and taught. This study incorporated multimodal popular culture content to purposefully triangulate the potential of three key elements: (1) target content as learning material, (2) students' familiarity and interest in the target content, and (3) the author's own familiarity with the target content, as the teacher. She studied the ways students engaged with class activities and carefully documented the course design and iteration processes. This qualitative analysis reveals what it means for a teacher to consider all three elements in a language classroom. This study also addresses how the course better enabled ELLs to engage with their out-of-classroom activities using English. Subsequently, the study offers design principles for effective integration of EE into formal ELT settings. All of this was grounded in the framework of affinity space theory (Gee, 2005; 2007; Gee & Hayes, 2012) and the concept of L2 willingness to communicate (Kang, 2015; MacIntyre, et al., 1998). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01