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Understanding relevance in the language classroom

Merikoski Vocational Training Centre, Finland, jane.rose139@ gmail.com

This paper reports on a study into course relevance conducted using some of the principles of Exploratory Practice (EP). I wanted to gain an understanding about how relevant the students taking my English courses perceived them to be in terms of their own lives. I also hoped to resolve some of the tensions experienced due to the differences in student and teacher perspective on what is relevant. EP emphasizes working to gain situated understandings via normal teaching practices as a collegial process, involving everyone concerned. Therefore I collected data using natural ways, compatible with life in the classroom and the school, involving both students and colleagues as co-researchers. Analysis of the data enabled me to see course relevance as part of the wider context of motivation, and also to understand that students can themselves shape a course to serve their own needs.

References

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Language Teaching Research, Vol. 11, No. 4, 483-502 (2007)
DOI: 10.1177/1362168807080965


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This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Rose, J. Search for Related Content Social Bookmarking                         What's this?