Experiential Learning in Foreign Language Education

by Kohonen; Viljo

• ISBN13: 9780582315709
• ISBN10: 0582315700
• Format: Nonspecific Binding
• Copyright: 2000-08-08
• Publisher: Routledge

Summary

The goal of foreign language teaching is expanding from communicative competence towards an intercultural action competence. Essential in the new orientation is the shift towards a more balanced emphasis between the external factors in the learning environment and the personal capacity, conceptions, beliefs and assumptions inside the learner's mind. As part of the changes, assessment is seen as an important means of enhancing the elearning processes, emphasising the role of refelctive self-assessment. The text explores and integrates the necessary knowledge base and practices in foreign language education in terms of the basic concepts of experiential learning, intercultural learning, autobiographical knowledge and teacher development, together with the philosophical underpinnings of foreign language education.

Table of Contents

General Editor's Preface	xi
Introduction	1	(7)
Towards experiential foreign language education	8	(53)
Why experiential foreign language education?	8	(14)
Society developments	8	(3)
Paradigm shifts in curriculum, teaching and learning	11	(9)
Implications for experiential foreign language education	20	(2)
What is experiential learning?	22	(13)
Role of experience in learning	22	(2)
Foundations of experiential learning	24	(3)
Basic model of experiential learning	27	(4)
Directions and settings in experiential learning	31	(1)
Reflection and motivation in experiential learning	32	(3)
Awareness, autonomy, authenticity and coherence in experiential foreign language education	35	(21)
Framework of experiential language education in context	36	(14)
Developments in evaluation: authentic assessment	50	(4)
Coherence in language learning through teacher development	54	(2)
Coherence through collegial school culture	56	(1)
References	56	(5)
Intercultural learning through foreign language education	61	(45)
Towards intercultural foreign language learning	61	(7)
Linguistics and foreign language teaching	61	(1)
The intercultural and the holistic approach	62	(2)
The shell of the native language and culture	64	(2)
Intercultural competence	66	(2)
Diversity and otherness - the basic concepts of intercultural learning	68	(11)
The need for intercultural learning	68	(5)
Encountering foreignness: what makes foreign foreign?	73	(6)
Culture and language	79	(8)
The concept of culture	79	(3)
Widening the concept of language	82	(2)
Intercultural learning and foreign language education	84	(3)
Toward culture-based experiential foreign language education	87	(13)
Curriculum development through teaching experiments	87	(1)
Research project: `Culture and foreign language education	88	(2)
Intercultural learning from the student's point of view	90	(2)
Intercultural learning: learning materials and methods in foreign language education	92	(3)
Intercultural learning: the site visit and student exchange in foreign language education	95	(2)
Intercultural learning: reflections on student experiences	97	(3)
Conclusion	100	(2)
References	102	(4)
Autobiographical knowledge in foreign language education and teacher development	106	(35)
Autobiographical experiential knowledge in foreign language teaching and learning	106	(19)
Concepts	106	(4)
Goals of teaching and learning a foreign language	110	(3)
Nature of the process of teaching and learning a foreign language	113	(1)
Autobiographical content in teaching and learning a foreign language	114	(5)
Description of some guiding principles and activities in a language course for specific purposes	119	(6)
The knowledge of learners, the knowledge of learning	125	(4)
The importance of sharing experiences in learning	125	(1)
Significant learning experiences	126	(3)
Autobiographical experiential knowledge in teacher education and teacher development	129	(8)
Autobiographical knowledge in teacher education, and teacher development	129	(6)
Autobiographical knowledge - reminisced experience	135	(2)
References	137	(4)
What is it - (FL) teaching?	141	(36)
Approaching the questions of (FL) teaching	141	(10)
What is the context of our questions about (FL) teaching?	151	(5)
A philosophically well-grounded conception of man as a necessary basis for (FL) education	156	(4)
The underpinnings of a (FL) teacher's beliefs and actions	156	(3)
A conception of man - the outcome of an ontological and an epistemological analysis of man	159	(1)
Implications for (FL) education emerging from a holistic conception of man	160	(7)
Education - practising of good living	160	(1)
Learning	161	(3)
Language	164	(3)
Language learning as learning the art of open dialogue	167	(6)
The essence of the art of open dialogue	167	(3)
Learning and practising the art of open dialogue	170	(3)
Conclusion	173	(2)
References	175	(2)
Index	177