Learning about the World from Taiwan's Diplomatic Allies: An Exploratory Practice Approach

Autor/in	Chen, Cheryl Wei-yu
Titel	Learning about the World from Taiwan's Diplomatic Allies: An Exploratory Practice Approach
Quelle	In: Innovation in Language Learning and Teaching, 14 (2020) 3, S.218-226 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Cheryl Wei-yu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2018.1561701
Schlagwörter	International Relations; Intercultural Communication; Teacher Student Relationship; Foreign Countries; Second Language Instruction; Second Language Learning; Student Role; Learning Processes; Citizenship; Global Approach; Dialogs (Language); English (Second Language); Student Attitudes; Language Teachers; College Students; Foreign Policy; Teaching Methods; Taiwan + Suchen Sie Ihr Suchwort? Internationale Beziehungen; Interkulturelle Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Fremdsprachenunterricht; Zweitsprachenerwerb; Learning process; Lernprozess; Staatsbürgerschaft; Globales Denken; Dialog; Dialogs; Dialogue; Dialogues; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Language teacher; Sprachunterricht; Collegestudent; Außenpolitik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study investigates the affordances of Exploratory Practice to engage the teacher and students in dialogically researching cultures and intercultural issues in a language classroom. Aiming to engage students in learning about the world from Taiwan's diplomatic allies, the central classroom puzzle involved whether such engagement facilitated students' development of intercultural competence. The instructional procedures consisted of four stages: "Setting the stage," "Establishing a common ground," "Joint construction," and "Continuous learning." Stage-by-stage analysis revealed that students were able to take the role of co-researchers in the learning process and engage in learning about the customs and values of other countries. A sense of global citizenship was also developed in which students felt they were responsible for making this world a better place. This study ends by calling for more practitioner research like Exploratory Practice to encourage more dialogues between teachers and students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01