By T. Wright
This book develops an knowing of practices on the very heart of language education--the school room. the writer explores key ideas in unpacking the complexity of lecture room life; examines current study and practice through a chain of analysis case stories; offers a template for examine task and proposals for tasks and methodologies; and collects assets for readers prepared to keep on with up the topics constructed within the publication.
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Extra resources for Classroom Management in Language Education (Research and Practice in Applied Linguistics)
3 Wenger on people becoming learners There are . . times when society explicitly places us in situations where the issue of learning becomes problematic and requires our focus: we attend classes, memorise, take exams, and receive a diploma. Although learning can be assumed to take place, modern societies have come to see it as a topic of concern – in all sorts of ways and for a whole host of reasons. We develop national curricula, ambitious corporate training programmes, complex schooling systems.
5 Learning from experience Theories of learning from situated experience emphasise the interactions between people and their environment, and how learning emerges from these interactions through improvisation, and above all action. These theories are both individual and also interpersonal and show how action in day-to-day encounters leads to significant learning. In this way, significant learning is grounded in experience. There is a long tradition of advocacy of this position (for example, Rousseau and Dewey).
The relationship between people and learning opportunities is more direct when a person has identified an opportunity and chooses to learn. The person has potentially greater levels of emotional investment in learning in such a case. The relationship is less direct if another person has created or even imposed the learning opportunity on the learner. This is a form of intervention in the relationship between learners and learning goals, and is symbolised by the heavy arrow in the diagram. 1 Relationships in learning contexts (after Wright 1990) directness/indirectness in any classroom learner’s relationship with a learning opportunity can affect their commitment to learning.