Jaatinen Learning Languages, Learning Life Skills

Autobiographical reflexive approach to teaching and learning a foreign language
1. Auflage 2007
ISBN: 978-0-387-37064-4
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Wasserzeichen (»Systemvoraussetzungen)

E-Book, Englisch, 230 Seiten

This book offers an autobiographical reflexive approach to foreign language education. It offers unique ways of developing vocational language teaching as an integrated holistic approach combining language contents with vocationally relevant topics and the interactive, dialogical processes of working in language classes. It is presented in a 'common sense' way and accessible to non-native English readers.

Autoren/Hrsg.

Jaatinen, Riitta

Inhaltsverzeichnis

1;CONTENTS;6
2;Acknowledgements;9
3;1 INTRODUCTION;11
3.1;1.1 Purpose of the study;11
3.2;1.2 Theoretical and methodological foundations of the study;15
3.3;1.3 How the research theme was developed;18
3.4;1.4 Lived experience and theoretical knowledge intertwined – a way of approaching this study;22
4;2 PERSONAL KNOWLEDGE OF BEING A TEACHER – autobiographical approach to teaching and education;24
4.1;2.1 Studying one’s own teaching;25
4.2;2.2 Concepts used in autobiographical research;27
4.3;2.3 Knowing in teaching and education;29
4.4;2.4 Nature of experiential autobiographical knowledge;34
4.5;2.5 Modes of autobiographical knowledge in teaching and education;35
4.6;2.6 I as the auto/biographical I;37
4.7;2.7 Possibilities and limits of knowing about oneself;40
5;3 A PARADIGM OF MEANING, LANGUAGE AND “ SILENCE”;44
5.1;3.1 Research orientation based on a holistic conception of man;44
5.2;3.2 Meaning, a paradigm of meaning, and a meaning relationship;48
5.3;3.3 Experience, meaning, and language;51
5.4;3.4 Metaphor and the capacity of language to create new meanings;53
6;4 EXPLICATING METHODOLOGICAL COMMITMENTS;56
7;5 AUTOBIOGRAPHICAL REFLEXIVE APPROACH IN THE CONTEXT OF TEACHING LANGUAGE AND CULTURE FOR SPECIFIC PURPOSES;62
7.1;5.1 Goals of professionally oriented language education;62
7.2;5.2 Principles of curriculum design;64
7.3;5.3 Integration of topics, activities, and experience;68
7.4;5.4 Significance of studying language and encountering skills;73
8;6 EXPLORING AND IMPLEMENTING THE AUTOBIOGRAPHICAL REFLEXIVE APPROACH;80
8.1;6.1 Learning a foreign language as learning life-skills – classroom work promoting autobiographical reflexive being- in- the- world;80
8.2;6.2 Being and activities planned beforehand – the open- ended tasks promoting the ownership of foreign language learning;84
8.3;6.3 Being and activities in the course not planned beforehand;109
8.4;6.4 A session in the autobiographical language class – studying the topic of Being elderly;138
9;7 THREE STORIES EXPLORING WHAT A GOOD FOREIGN LANGUAGE LEARNING IS;155
9.1;7.1 Persons and their voices – learning from personal stories;155
9.2;7.2 Three students, three learning processes;157
9.3;7.3 What do the three personal stories tell us about good foreign language learning?;185
9.4;7.4 Personal stories as a pedagogic activity in foreign language learning;187
10;8 EPILOGUE: TEACHING AS HERMENEUTIC PHENOMENOLOGICAL INVESTIGATION;190
11;REFERENCES;197
12;SUBJECT INDEX;224
13;AUTHOR INDEX;229