Making connections in beginning language inctruction through structured reflection and the world-readiness standards for learning languages
Making connections in beginning language inctruction through structured reflection and the world-readiness standards for learning languages
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Date
2016-01-01
Authors
Crane, Cori
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Heinle Cengage Learning
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2016
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51
Ending Page
74
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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.
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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
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