Engaging students’ imaginations in second language learning
| dc.contributor.author | Judson, Gillian | |
| dc.contributor.author | Egan, Kieran | |
| dc.date.accessioned | 2014-02-04T08:21:28Z | |
| dc.date.available | 2014-02-04T08:21:28Z | |
| dc.date.issued | 2013-10 | |
| dc.description.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. | pl_PL |
| dc.identifier.citation | Studies in Second Language Learning and Teaching, 2013, vol. 3, no. 3, pp.343-356 | pl_PL |
| dc.identifier.issn | 2083 5205 | |
| dc.identifier.uri | http://hdl.handle.net/10593/10011 | |
| dc.language.iso | en | pl_PL |
| dc.publisher | Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu | pl_PL |
| dc.subject | imagination, | pl_PL |
| dc.subject | embodied learning | pl_PL |
| dc.subject | oral language | pl_PL |
| dc.subject | literacy | pl_PL |
| dc.subject | cognitive tools | pl_PL |
| dc.title | Engaging students’ imaginations in second language learning | pl_PL |
| dc.type | Artykuł | pl_PL |