Volume 1, Issue 2 August 2018, pp. 49-63
Language learning and activation in and beyond the classroom
In contemporary educational contexts, technology, globalization, and mobility have brought about a blurring of the boundary between language learning and activation in and beyond the classroom. This contrasts with the past when, in many EFL (and even ESL) settings, opportunities for language use outside the classroom were either limited or non-existent. These days, regardless of the physical context in which learners are living, there are limitless opportunities for language use outside the classroom. Additionally, the traditional distinction between classrooms, as places where language is learned, and the world beyond the classroom, as environments where classroom-acquired language and skills are activated, is problematic. Beyond the classroom, learners are not only activating their language in authentic contexts, they are also developing their communicative repertoires and acquiring new language skills that are not readily acquitted in the classroom. Accepting this assertion, which will be expanded on and exemplified in the body of the paper, leads to the following question: Within the context of a negotiated curriculum, how can teachers motivate students to engage in out-of-class projects, and what in-class support can teachers provide to students as they plan, enact and reflect on their projects? In this paper, we seek to provide teachers with responses to these questions drawing on practical illustrations from the literature.
© Julie Choi, David Nunan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Julie Choi, David Nunan. (2018). Language learning and activation in and beyond the classroom. Australian Journal of Applied Linguistics, 1(2), 49-63. https://doi.org/10.29140/ajal.v1n2.34
"I don't want to be stereotypical, but..."
Norwegian EFL learners' awareness of and willingness to challenge visual stereotypes
Cecilie Waallann Brown
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), pp. 120-141.
"Writing like a health scientist": A translingual approach to teaching text structure in a diverse Australian classroom
Sue Ollerhead, Isobel Crealy, Rebecca Kirk
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), pp. 77-90.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), pp. 83-99.
A day in the life: Mapping international students' language learning environments in multilingual Sydney
Phil Benson, Philip Chappell, Lynda Yates
Australian Journal of Applied Linguistics Published: 1 April, 2018, Volume 1(1), pp. 20-32.
A developmental framework for online language teaching skills
Ursula Stickler, Regine Hampel, Martina Emke
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), pp. 133-151.
A systematic review of written corrective feedback research in ESL/EFL contexts
Sin Wang Chong
Language Education & Assessment Published: 31 August, 2019, Volume 2(2), pp. 57-69.
Adopting a dual focus to drive forward the fields of language education and language assessment
Heng-Tsung Danny Huang
Language Education & Assessment Published: 25 July, 2018, Volume 1(1), pp. 1-2.
Advancing intercultural learning in world language education: Recent developments in pre-service teacher education in the U.S.
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), pp. 110-122.
An essay on internationalism in foreign language education
Intercultural Communication Education Published: 22 August, 2018, Volume 1(2), pp. 64-82.
An investigation of implicit vs. explicit oral corrective feedback on Chinese pupils' use of past tense
Qin Xie, Chingyee Yeung
Language Education & Assessment Published: 29 November, 2018, Volume 1(2), pp. 59-75.