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Transformative learning has been widely used in the field of adult education for over twenty years, but until recently has received little attention in the field of world languages. Drawing on best practices and the research of distinguished international world language experts, this volume provides theoretical and classroom-tested models of transformative education in world languages at major university, state and governmental programs. Chapters outline theoretical frameworks and detail successful models from cutting-edge programs in a wide range of languages, with plenty of examples included to make the theory accessible to readers not yet familiar with the concepts. Classroom teachers, program administrators and faculty developers at every level of instruction will find support for their courses. With its innovative approach to the teaching and learning of languages, this volume is a seminal text in transformative language learning that will stimulate discussions and innovation in the language field for years to come.
The psychological principles impacting language learning can have a major impact on the success of the classroom, teachers/coaches, and learners. By successfully guiding and mentoring learners through their language and culture education journey, recognizing that cognition plays an important role in processing and retaining information will contribute to not only language knowledge, but also the development of biculturalism. Chapter 20 focuses on cognitive affect, and the impact of cognition when learning a language. This chapter identifies how to recognize distortions, affective dissonance, and negative classroom behaviors; it contains insights and suggestions on helping autonomous language learners reach their goals by effectively addressing disorienting dilemmas; and it offers teachers, mentors, and coaches concrete examples of how to help learners overcome self-sabotage.
Drawing from the work of Miller and Seller, this chapter traces the roots and flowering of the transformative movement and its relationship to the educational philosophies of transmission and transaction, essentially but not exclusively predecessors to the educational philosophy of transformation. The shaping of the ways in which teachers and students have gone about the language acquisition process for centuries is examined within a paradigmatic history of foreign language teaching methods. The influence of Vygotsky, Rogers, and Mezirow has been markedly noticeable in classroom methodologies heading toward such transformative aspects as learner-centered learning (zone of proximal development, understanding the whole student, adapting for learner differences, assisting learners in self-identification and learning adaptation), student-directed instruction, student contracts, open architecture curricular design, reframing in the development of biculturalism, interactive immersion, diagnostically oriented instruction, and formative assessment.
The integration of theories and practices from transformative learning into language learning and language teacher education contributes to a “shaking of the foundations.” Discussing transformative learning, the author, Rebecca Oxford, explains the meaning, purpose, and processes of Jack Mezirow's cognitive-analytic approach and John Dirkx's emotional-integrative approach. Oxford indicates how she used these two approaches in her language teacher education courses. She also shows that these approaches, although seemingly opposite, are in fact linked through neurobiological research, psychological research, and dynamic systems theory.