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Tensions in a non-traditional Spanish classroom
Melanie Bloom
University of Nebraska at Omaha, USA, melaniebloom{at}mail.unomaha.edu
Through a teacher-research project, I examined the tensions that emerged while negotiating with the students the curriculum for a Spanish for healthcare professionals course. I explore the tensions related to four emergent themes: student-centred versus teacher-centred learning, self-efficacy versus laissez faire work ethic, communication versus accuracy, and process versus product orientation. These themes are exemplified and analysed through the presentation of narratives based on the data collected. I present insights gained from this research and suggestions for teachers interested in engaging in curricular negotiation and/or innovation.
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Language Teaching Research, Vol. 11, No. 1,
85-102 (2007)
DOI: 10.1177/1362168806072468
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