Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/69756

Making connections in beginning language inctruction through structured reflection and the world-readiness standards for learning languages

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Title:Making connections in beginning language inctruction through structured reflection and the world-readiness standards for learning languages
Authors:Crane, Cori
Date Issued:01 Jan 2016
Publisher:Heinle Cengage Learning
Citation:Crane, C. (2016). Making connections in beginning language inctruction through structured reflection and the world-readiness standards for learning languages. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 51-74. http://hdl.handle.net/102015/69756
Abstract:Twenty-six beginning L2 learners provided structured reflections over the course
of a first-semester collegiate German class. The present analysis investigates connections
made by these students between their learning of German and their
experiences beyond the course. Drawing on the World-Readiness Standards for
Learning Languages (WRSLL) to inform the nature of connection-making reported
in the students’ journals, the study shows that learners described personally
meaningful connections that align well to the Communities and Connections
goal areas—components of the WRSLL that have received relatively little attention
in research and professional dialogues. Additionally, students showed a
deepened understanding of themselves in relationship to the course content. The
article concludes with a discussion concerning the role of reflection in supporting
Standards-based pedagogies.
URI:http://hdl.handle.net/10125/69756
Volume:2016
Appears in Collections: 2016 THE INTERCONNECTED LANGUAGE CURRICULUM: CRITICAL TRANSITIONS AND INTERFACES IN ARTICULATED K-16 CONTEXTS


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