Dialogic co-creation in English language teaching and learning: a personal experience

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

Language Learning in Higher Education Pub Date : 2023-05-01 DOI:10.1515/cercles-2023-2010

H. Finch

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Abstract

Abstract This report will discuss the development and implementation of a dialogic co-creation model for English language teaching in the Language Resource Centre at the Technical University of Darmstadt, Germany. The focus of this report will be on the impact of content co-creation and its impact on learner and teacher autonomy in English language learning and teaching. This collaborative, dialogic model draws primarily on principles of dialogism and exploratory talk (ET) and exemplifies a novel, learner-centered method for curriculum development and teaching in Higher Education. This learner-centered perspective advances an in-depth understanding of the relationship between language learner and teacher, content and language integrated learning (CLIL), language for specific purposes (LSP), their respective content boundaries, the role of content expert and the inhibition threshold. Three examples of teaching English to university professors and professional staff using this model will be discussed. The author proposes that such a model could be adapted and scaled into larger student groups, too.

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英语教与学中的对话共创:个人经验

摘要本报告将讨论德国达姆施塔特工业大学语言资源中心英语教学对话共创模式的开发和实施。本报告的重点将是内容共创的影响及其对英语学习和教学中学习者和教师自主性的影响。这种合作的对话模式主要借鉴了对话和探索性谈话（ET）的原则，为高等教育课程开发和教学提供了一种新颖的、以学习者为中心的方法。这种以学习者为中心的视角深入理解了语言学习者与教师、内容与语言综合学习（CLIL）、特定目的语言（LSP）、各自的内容边界、内容专家的作用和抑制阈值之间的关系。将讨论三个使用这种模式向大学教授和专业人员教授英语的例子。作者提出，这种模式也可以被调整并扩大到更大的学生群体中。

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来源期刊

Language Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.00

自引率

0.00%

发文量

期刊介绍： Language Learning in Higher Education deals with the most relevant aspects of language acquisition at university. The CercleS journal presents the outcomes of research on language teaching, blended learning and autonomous learning, language assessment as well as aspects of professional development, quality assurance and university language policy. Its aim is to increase the quality of language teaching and learning programmes offered by university language centers and other providers in higher education by presenting new models and by disseminating the best results of research activities carried out at language centers and in other higher education departments.