Motivating teachers and learners as researchers
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Do Coyle
Abstract
This chapter explores how when learners as well as teachers are engaged in analysing their own classroom practices, the potential to sustain motivation is enhanced. Using an inclusive approach to creating shared understandings of ‘successful’ learning (the LOCIT process), learners and teachers research and reflect on their own teaching and learning in practical, co-constructed ways. This approach is built on the premise that classroom conditions are dynamic and that learning has to be ‘owned’ and understood by learners if progression and challenge are to impact on motivation. The chapter draws on studies in CLIL classrooms, where languages other than English are used as the medium for learning. However, the ideas and evidence presented could also be applied to language learning classrooms.
Abstract
This chapter explores how when learners as well as teachers are engaged in analysing their own classroom practices, the potential to sustain motivation is enhanced. Using an inclusive approach to creating shared understandings of ‘successful’ learning (the LOCIT process), learners and teachers research and reflect on their own teaching and learning in practical, co-constructed ways. This approach is built on the premise that classroom conditions are dynamic and that learning has to be ‘owned’ and understood by learners if progression and challenge are to impact on motivation. The chapter draws on studies in CLIL classrooms, where languages other than English are used as the medium for learning. However, the ideas and evidence presented could also be applied to language learning classrooms.
Chapters in this book
- Prelim pages i
- Table of contents v
- Contributors vii
- Introduction 1
-
PART I. Theoretical and practical insights into motivation
- Directed motivational current 9
- Motivation, autonomy and metacognition 31
- Motivating teachers and learners as researchers 51
- Motivating language teachers 71
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Part II. Studies on motivation in foreign language classrooms
- Swedish students’ beliefs about learning English in and outside of school 93
- Giving voice to the students 117
- Motivation meets bilingual models 139
- Visible learning and visible motivation 157
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Epilogue
- Motivation 177
- Name index 185
- Subject index 189
Chapters in this book
- Prelim pages i
- Table of contents v
- Contributors vii
- Introduction 1
-
PART I. Theoretical and practical insights into motivation
- Directed motivational current 9
- Motivation, autonomy and metacognition 31
- Motivating teachers and learners as researchers 51
- Motivating language teachers 71
-
Part II. Studies on motivation in foreign language classrooms
- Swedish students’ beliefs about learning English in and outside of school 93
- Giving voice to the students 117
- Motivation meets bilingual models 139
- Visible learning and visible motivation 157
-
Epilogue
- Motivation 177
- Name index 185
- Subject index 189
