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Creating an environment for collaborative language learning
| Content Provider | Semantic Scholar |
|---|---|
| Author | Dunworth, Katie |
| Copyright Year | 2002 |
| Abstract | This paper describes the development and implementation of a project to encourage collaborative teaching practices and reciprocal peer learning in the area of tertiary-level language education. Preliminary analysis of student need in the form of survey research revealed a strong level of support for the project, which was subsequently conducted over a period of three years. The project illustrates the nexus between the professional development of academic staff and the value of the learning experience of students. Background to the project At the beginning of the year 2000 a restructuring of the Schools within the Division of Humanities at Curtin University brought into being the new School of Languages and Intercultural Education. For the first time, academics working in the area of Asian Studies were co-located with colleagues providing programs in English language development for students from non-English speaking backgrounds, most of whom come from South-East Asia. This newly created School presented staff with the opportunity to develop a collaborative approach to language education that would bring together international and local students from diverse linguistic and cultural backgrounds into a shared learning environment, and would provide an impetus to develop a project that had the potential to instigate lasting and systemic change in the way languages were taught and learnt at the University. Underpinning the desire to initiate change was the premise that 'interactions among students make positive contributions to students' learning' (Curtis, 1999:2). The importance of social interaction in generating positive learning outcomes has long been argued in the field of cognitive development (e.g. Vygotsky 1978, 1986). Collaborative learning, in particular, has been advocated by its proponents as a means by which students can develop critical thinking and achieve learning at higher levels of thought (Gokhale, 1995). In language teaching, too, the communicative approach, which prioritises the conveying of meaning over form, offers 'a view of the language learner as a partner in learning; (encouraging) learner participation in communicative |
| Starting Page | 222 |
| Ending Page | 228 |
| Page Count | 7 |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://espace.curtin.edu.au/bitstream/handle/20.500.11937/26667/20345_downloaded_stream_333.pdf?isAllowed=y&sequence=2 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
