Kiraly / Signer Scaffolded Language Emergence in the Classroom

From Theory to Practice
1. Auflage 2017
ISBN: 978-3-7329-9677-3
Verlag: Frank & Timme
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 141 Seiten

This book introduces an approach to elementary adult foreign language learning that is based on theory (in particular, complexity thinking and social constructivism) on the one hand, and years of practice using various unconventional methods on the other. A key assumption of the Scaffolded Language Emergence (SLE) approach is that a language need not be taught or learned in the conventional sense of these terms. Instead, it is argued, language can 'emerge', that is generate and maintain itself through authentic use. The study and application of rules is considered most useful in later stages of learning, while intuition and abductive thinking can be used very effectively to initiate or bootstrap naturalistic learning processes - even in adults learning a foreign language.

Don Kiraly is a Professor of Translation Studies at the School of Translation, Linguistics and Cultural Studies (FTSK) of the University of Mainz, where naturalistic language teaching has always been one of his primary research interests. Sarah Signer is a graduate translator trained at the FTSK. She is a CELTAcertified English teacher and has taught English as a Foreign Language for several years. She is also a permanent teaching staff member at the FTSK.

Autoren/Hrsg.

Kiraly, Donald

Signer, Sarah

Inhaltsverzeichnis

1;Contents;6
2;Acknowledgements;8
3;SECTION I: THE GENESIS AND THEORETICAL UNDERPINNINGS OF THE SLE APPROACH;10
3.1;Introducing Scaffolded Language Emergence – An approach but not a method;12
3.2;Chapter 1: SLE – A post-method approach for initiating foreign language emergence;15
3.3;Chapter 2: Initial steps towards the SLE approach;25
3.4;Chapter 3: Structuro-Global Audio-Visual (SGAV) methodology: a partially successful attempt to shift from an instructionist to a constructivist epistemology;30
3.5;Chapter 4: The Natural Approach: comprehensible input and a cognitivist epistemology;40
3.6;Chapter 5: A case for emergence as the key process underlying language learning;49
3.7;Chapter 6: Pedagogical beacons;61
4;SECTION II: FROM THEORY TO EXEMPLARY PRACTICE;76
4.1;Introduction;78
4.2;Chapter 7: Affordances, signifiers and embodiment in the SLE classroom;79
4.3;Chapter 8: Teaching-centred vs autonomous learning;86
4.4;Chapter 9: Autonomy and collaboration in the SLE classroom;93
4.5;Chapter 10: Material affordances and the learning environment;104
4.6;Chapter 11: Beyond teaching – From scaffolding to emergence;112
4.7;Conclusion;124
5;SECTION III: A PROLOGUE… INSTEAD OF A CONCLUSION;126
5.1;Chapter 12: Initial guidelines for Scaffolded LanguageEmergence facilitators;128
6;References;137