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Please use this identifier to cite or link to this item: http://hdl.handle.net/10445/7679

Title: Examining Institutional Language Policy through Learner Empowerment and Awareness
Authors: Rivers, Damian
Abstract: Through a broad critical discussion of prejudices and incongruities embedded in mainstream ELT practice, this presentation documents the implementation of two reflective awareness-raising strategies concerning language use with mixed-ability English learners at a Japanese university. Framed against a departmental policy of ‘English-only’, the author introduced 43 learners to an alternate temporary guideline of ‘English-mainly’, motivated by a desire to focus on the promotion and maintenance of language rights and responsibilities, rather than language obligations or prohibitions. During the subsequent two-week period, the learners were presented with two different strategies for individual language choice reflection and exploration. The two strategies were primarily designed with the intention of assisting learners in identifying the optimal combination of L1 and L2 use within their daily language-learning environment. The strategies also sought to train learners to be able to make more autonomous language choices when working collaboratively, and to develop a humanistic understanding of why the use of the L1 may at times, be necessary in the L2 learning process. Learner reflections indicated that the strategies introduced were positively evaluated and were successful in terms of achieving the aforementioned aims. In addition, a number of important roles were identified for the L1.
Research Achievement Classification: 国際会議/International Conference
Type: Conference Paper
Peer Review: あり/yes
Solo/Joint Author(s): 単著/solo
Date: 15-Jun-2010
Appears in Collections:Damian Rivers

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