Engaging students’ imaginations in second language learning

Loading...
Thumbnail Image
Date
2013-10
Advisor
Editor
Journal Title
Journal ISSN
Volume Title
Publisher
Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu
Title alternative
Abstract
Imagination is rarely acknowledged as one of the main workhorses of learn- ing. Unfortunately, disregarding the imagination has some clearly negative pedagogical impacts: Learning is more ineffective than it should be and much schooling is more tedious than it need be. In this paper, we outline a somewhat new way of thinking about the process of students’ language ed- ucation. We focus on the kinds of “cognitive tools” or learning “toolkits” human beings develop as they grow up, which connect emotion and imagi- nation with knowledge in the learning process. We show how employing these tools—indeed, how their central employment in all aspects of plan- ning—can make learning other languages engaging and meaningful.
Description
Sponsor
Keywords
imagination,, embodied learning, oral language, literacy, cognitive tools
Citation
Studies in Second Language Learning and Teaching, 2013, vol. 3, no. 3, pp.343-356
DOI
Alternative location
Creative Commons License