Motivating learners and teachers as researchers

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter explores how when learners as well as teachers are engaged in analysing their own classroom practices, the potential to sustain motivation is enhanced. Using an inclusive approach to creating shared understandings of ‘successful’ learning (the LOCIT process), learners and teachers research and reflect on their own teaching and learning in practical, co-constructed ways. This approach is built on the premise that classroom conditions are dynamic and that learning has to be ‘owned’ and understood by learners if progression and challenge are to impact on motivation. The chapter draws on studies in CLIL classrooms, where languages other than English are used as the medium for learning. However, the ideas and evidence presented could also be applied to language learning classrooms.
Original languageEnglish
Title of host publicationMotivation and Foreign Language Learning
Subtitle of host publicationFrom Theory to Practice
EditorsD Lasagabaster, A Doiz, J.M. Sierra
Place of PublicationAmsterdam
PublisherJohn Benjamins Pub Co
Pages51-69
Number of pages19
ISBN (Print)9789027213235
DOIs
Publication statusE-pub ahead of print - 31 Jul 2014

Publication series

NameLanguage Learning & Language Teaching
PublisherJohn Benjamins Publishing Company
Volume40
ISSN (Print)1569-9471

Keywords

  • successful learning
  • strategic engagement
  • CLIL
  • dialogic practices
  • learner-teacher research

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