Dialogic co-creation in English language teaching and learning: a personal experience
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Henry Finch
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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Articles in the same Issue
- Frontmatter
- Introduction
- The fascinating world of language teaching and learning varieties
- Research Articles
- Aspiring multilinguals or contented bilinguals? University students negotiating their multilingual and professional identities
- The (im)possibility of breaking the cycle of rippling circularities affecting Australian language education programs: a Queensland example
- Lernen mit LMOOCs im universitären Deutschunterricht: Entscheidungshilfen für Deutschlehrende
- Enhance sustainability and environmental protection awareness: agency in Chinese informal video learning
- Gamification and learning Spanish as a modern language: student perceptions in the university context
- Seeing innovation from different prisms: university students’ and instructors’ perspectives on flipping the Spanish language classroom
- Investigating syntactic complexity and language-related error patterns in EFL students’ writing: corpus-based and epistemic network analyses
- Using Google Docs for guided Academic Writing assessments: students’ perspectives
- Digital storytelling as practice-based participatory pedagogy for English for specific purposes
- Is individual competition in translator training compatible with collaborative learning? The case of the MTIE Translation Award
- Tackling the elephant in the language classroom: introducing machine translation literacy in a Swiss language centre
- Institutionalised autonomisation of language learning in a French language centre
- The story of becoming an autonomous learner: a case study of a student’s learning management
- The effect of collaborative activities on tertiary-level EFL students’ learner autonomy in the Turkish context
- Learner autonomy and English achievement in Chinese EFL undergraduates: the mediating role of ambiguity tolerance and foreign language classroom anxiety
- Activity Reports
- Lehre am Sprachenzentrum der UZH und der ETH Zürich: Positionspapier
- Communication course for future engineers – effective data presentation and its interpretation during LSP courses
- Dialogic co-creation in English language teaching and learning: a personal experience
