By T. Wright
This book develops an figuring out of practices on the very middle of language education--the lecture room. the writer explores key thoughts in unpacking the complexity of school room life; examines latest examine and practice through a sequence of study case stories; offers a template for learn job and proposals for tasks and methodologies; and collects assets for readers willing to stick to up the subjects constructed within the ebook.
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Extra info for Classroom Management in Language Education (Research and Practice in Applied Linguistics)
Radical’ educational prescriptions that call for teachers and students to reassert their individuality, to criticise existing definitions of knowledge, to defy determinism with freedom, actively to construct their own lived reality and true humanity tend to go up in metaphysical smoke if they do not speak concretely to the existential reality of schooling. (Giroux 1981: 104–5) Classrooms as Formal Contexts for Learning 29 Bruner (1979) acknowledges the potential of education to open up life beyond the learner’s present state, as does Wenger (1998), although for Wenger the explicit focus on the learner’s identity is more crucial than the life of the mind, so prized by Bruner.
Wenger 1998: 13) The Value of ‘Everyday’ Learning from Experience Proponents of an ‘experiential’ view of learning emphasise the effectiveness of ‘real life’ or informal learning: ‘Everyday’ learning has many of the features which promote effective learning. It focuses on the experiences of learners and has the potential for bringing about individual change in order to bring about social change. (Askew and Carnell 1998: 99) Learning is a continuous process that is grounded in experience. Thus knowledge and skill gained in one situation become instruments of understanding and dealing with situations that follow.
How participants engage with each other and the learning activities is thus a central process of the classroom. ‘People management’ is an overt manifestation of this; for a teacher, managing people in formal learning contexts is central. It also involves order and ‘discipline’. Classrooms are also contexts in which various types of power are exercised and also, from time to time, challenged. 18 Classroom Management in Language Education This more political form of engagement adds to the complexity of the classroom management task in the same way as emotional factors such as individuals’ transitory moods.
Classroom Management in Language Education (Research and Practice in Applied Linguistics) by T. Wright