Exploratory Talk and Task-based Learning: A Case Study of a Student's Learning Journey on an MA (Education) English Language Teaching Course.
This article records and evaluates a student's learning journey in two modules on an MA (Education) English Language Teaching (ELT) programme: an Oracy and ELT Pedagogy module and an Educational Technologies module. The notions of 'exploratory talk' and 'task-based learning' are explored using a sin...
| Publicado en: | Changing English: Studies in Culture & Education Vol. 26; no. 1; pp. 30 - 48 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Mar2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=134560315&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 134560315 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 1358684X 16AD jtl: Changing English: Studies in Culture & Education issn: 1358684X maglogo: N pubinfo: dt: Mar2019 vid: 26 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 134560315 10.1080/1358684X.2018.1545109 ppf: 30 ppct: 18 formats: tig: atl: Exploratory Talk and Task-based Learning: A Case Study of a Student's Learning Journey on an MA (Education) English Language Teaching Course. aug: au: Coultas, Valerie Booth, Paul affil: Independent, UK Department of Humanities, Kingston University, Kingston upon Thames, UK su: Learning English language education Educational technology Student assignments Critical thinking sug: subj: Learning English language education Educational technology Student assignments Critical thinking keyword: critical reflection ELT pedagogy Exploratory talk home literacy practices narrative talk autobiography task-based language teaching teacher education ab: This article records and evaluates a student's learning journey in two modules on an MA (Education) English Language Teaching (ELT) programme: an Oracy and ELT Pedagogy module and an Educational Technologies module. The notions of 'exploratory talk' and 'task-based learning' are explored using a single case study with material drawn from the student's autobiography and diary, the spoken and written assignments, and the student and lecturers' reflections on completion of the modules. We show, through the use of autobiography and critical reflection, what the student brings to the course and how this reflection allows him to use and transfer knowledge from one module to another. We analyse the ways in which the modules complement each other and how this influences the student's learning and teaching practice. We then identify the key features of his learning in relation to ELT pedagogy. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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